From national legislation to New Jersey statute and administrative code, from headlines on school violence to individual fear wrought by school yard bullying, there is more than ample evidence that if students are preoccupied by any number of daily social and emotional stressors that they can’t handle, then academic performance may be a non-starter. Unfortunately, existing policy on Social and Emotional Learning (SEL) does not necessarily translate into effective practice in schools. This session will engage participants in dialogue not only about the connection between SEL and student achievement, but also about how best to use practical tools.