Social and emotional learning (SEL) initiatives have become popular in schools due to research consistently demonstrating their positive influence on student well-being. Although school districts in British Columbia (BC) have taken great steps toward improving SEL for students, some neighbourhoods continue to face lower well-being while others flourish. This study utilizes secondary data analysis and semi-structured interviews to identify neighbourhoods experiencing lower well-being and to understand key strengths and weaknesses in implementing SEL programs. In order of priority, I recommend increasing cultural knowledge and social and emotional competency for teachers by dedicating professional development days for training and workshops, integrating social and emotional learning into physical education classes, and implementing a province-wide program to promote social and emotional learning for students in BC.
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