Stress and anxiety are pervasive in education and society. Schools are initiating policy and programs aimed at addressing resiliency and wellbeing of students; yet, research and practice are lagging. This phenomenological study sought to explore social emotional teaching and learning with a specific focus on the potential impact on stress and anxiety in education, as perceived by undergraduate, pre-service, and practicing teachers. Eighteen participants were separated into three focus groups by group affiliation with four individuals participating in follow-up interviews. Eight findings emerged to support practice and policy; 1) social emotional learning in theory is valued in education, 2) educators lack training in social emotional learning, 3) social emotional learning is teacher-driven with a variety of approaches, 4) competing demands impact social emotional learning, 5) stress is experienced in relation to educational practices, 6) a variety of stress reduction strategies are utilized, 7) mindfulness techniques as stress reduction strategies increased with age and experience, and 8) talking with others serves multiple purposes as a stress reduction strategy. While study findings support current literature, results identify specific, essential factors for a more comprehensive application of social emotional learning within education. Foundational elements of teacher modeling, student-teacher relationships, and a supportive learning environment are deemed necessary to support competency development, and are considered requisite to academic achievement. Findings specific to personal stress, anxiety, and stress-reduction strategies suggest age and experience influence approaches. Junior students indicated a willingness to employ a variety of strategies, while senior students employed more action-oriented approaches. Differences in strategy application possibly relate to milestones in adult development. Literature supports the use of mindfulness practices across age spans for stress reduction and given experienced teachers in this study most often identified this as a stress reduction strategy, there are implications for preparation programs. Recent policy mandates education preparation programs address social emotional learning, yet directives are not fully established. Study results support the need to strengthen training and further suggest mindfulness practice for teacher candidates to support wellbeing and address social emotional development in the classroom. Comprehensive, consistent practice in social emotional learning holds potential for long-term educational benefits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]