Accumulating research points to the effectiveness of clinical simulations as a means for improving pre-service educators' social-emotional learning (SEL) competencies. However, no available research addresses in-service educators. The present study attempts to add to the research literature by exploring the differential effect of clinical simulations on SEL in three professional phases: pre-service (n = 134), beginner (n = 43) and senior (n = 44) educators. SEL questionnaires were administered pre- and post-simulation. Overall, the results indicated a time effect for clinical simulations on SEL, suggesting an improvement in the total SEL score of the entire sample. In addition, a time x group interaction emerged, revealing that pre-service educators benefited from the simulations more than beginner and senior educators on the emotional sub-scale. Pre-service and beginner educators benefitted more than senior educators in terms on the social sub-scale. On the cognitive sub-scale all groups reported a similar large improvement. The differential effect of clinical simulations on the development of SEL competencies is discussed with regard to each professional stage, its potentials and challenges.