The research shows that people cannot--and should not--separate how they feel (about themselves, their relationships, their environments) from teaching or learning. It makes the case for social emotional learning (SEL) in schools clear. First, schools are social places and learning is a social process. Students do not learn alone, but rather in collaboration with their teachers, in the company of their peers, and with the support of their families. Second, emotions can facilitate or hamper students' learning and their ultimate success in school. Because social and emotional factors play such an important role, schools must attend to this aspect of the educational process for the benefit of all students. Finally, the research evidence is astoundingly clear--fostering students' social emotional skills not only helps them to develop the skills necessary for success in schools, such skills assist them to become more caring, responsible, and concerned citizens. (Contains 2 tables and 18 notes.)