Drawing on qualitative case study data gathered from a range of managerial, teaching, and non-teaching staff members across four British primary schools, this article focuses on the activities used to enhance the social, emotional, and behavioral skills of children within these establishments. The data revealed how staff hoped to improve the pupils' levels of emotional intelligence (EI) through social and emotional learning (SEL) models. While differences and similarities are reported both within and between schools, the findings indicate that staff interpretation of EI as a theoretical and conceptual framework strongly influenced their social and emotional work with children. I make the case that the (mis)interpretation of theory led to instances where some behaviors, valued within specific communities, were marginalized and problematized by the schools' enactment of SEL practice. After discussing the main implications of these findings, a range of directives are offered that may allow schools to achieve more culturally inclusive practice when utilizing SEL in the future.