This paper is a review of research that focuses on the organization and management of instruction in classrooms and on social and emotional learning outcomes for students. The conceptual framework of the paper encompasses learners, teachers, and curriculum. The framework is intended to provide a useful format for the presentation of studies. The purpose of this paper is to gain insight into effective classroom contexts to promote social and emotional learning. Only studies specifically addressing the socio-emotional outcomes of schooling are reviewed. Studies published over the past quarter century and abstracted or cited in the Educational Resources Information Center (ERIC) or the PsycINFO databases are examined. The ERIC and PsycINFO databases were selected as representative of the core literature indexes in the areas of education and psychology. (Contains 121 references.) (JDM)