In fact, some even attest that social-emotional learning is needed for complete human development, particularly in the early years (Ahmed et al., 2020). Those who oppose social-emotional learning argue that SEL is manipulative and works to mold student personalities into a uniform expectation, taking away student individuality (Zhao, 2020). The purpose of this article is to examine potential practices for implementing social-emotional learning into the elementary classroom. This belief has more early childhood educators calling for knowledge of social-emotional learning instruction and the best way of doing so. That is, students\u2019 social-emotional needs should be met before expecting them to absorb and retain academic information.<\/p>\n