As more practitioners and researchers recognize the importance of addressing students’ social and emotional learning (SEL) in schools, we can’t leave to chance the professional learning needed to make these efforts effective. Far too often, the professional learning linked to essential emerging topics is a distant afterthought in many educators’ contexts. We should also recognize that social and emotional competencies are embedded in the principles of high-quality professional learning. Let’s first examine Learning Forward’s Standards for Professional Learning to uncover how SEL aligns with what we know about effective professional learning. The introduction to the standards describes four prerequisites for professional learning, the first of which is educators’ commitment to all students: “Committed educators understand that they must engage in continuous improvement to know enough