Social Emotional Learning (SEL) is a hot topic these days, especially because of its adoption of the tenets of Critical Social Justice in K-12 schools. The mere fact that learning focused on children’s emotional development is causing an uproar may be as surprising as it is concerning. Who could be against students learning about emotions and how to handle them in both individual and social settings? No one, we hope. However, because SEL has been revised to reflect elite ideology, and given its new descriptor “Transformative,” there is a growing move to “stop SEL.” Therefore, the shift towards Transformative SEL has produced two issues worth discussing:
