In John Raven's "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," he outlines several critical failings in which social scientists bear a responsibility for potentially a great deal of damage toward children, society, and notably, the planet itself. The nature of the damage appears to be one of stagnation, ('a self-perpetuating system which… negates efforts to introduce change') by virtue of suppression and discrediting of talent and innovation, and as a consequence, the promotion of a 'fascist ideology' in education (ibid). The causes behind such destruction appear to be largely attributed to: (1) an 'uncritical acceptance of reductionist science'; and (2) a preference towards 'an authoritarian, single factor remediation of social problems'. In this response to Raven's paper, Michael Wigelsworth considers the nature of these charges from his own perspective, focusing on the context of implementation of strength-based approaches in schools designed to promote social and emotional learning (SEL) (rather than focusing on statutory academic elements of learning). [For "Diving in Where Angels Fear to Tread: Pre-Requisites to Evidence-Based Interventions," see EJ1248321.]