Developments in American policy, research and professional development to promote social and emotional learning in schools have drawn on work carried out by the Collaborative for Academic, Social, and Emotional Learning (CASEL), encouraged by the popular and political catalyst of Daniel Goleman's work on emotional intelligence. Based on CASEL's exploration and articulation of the implications of emotional intelligence for schools, this article defines "social and emotional learning" as part of character development and draws on empirical studies of successful implementation to outline principles of effective intervention. In a context where, despite political rhetoric about a flourishing and progressive education system, a seemingly intractable achievement gap affects particular social and ethnic groups, the article evaluates key influences and ongoing barriers to successful realisation of the goals of social and emotional learning in American schools. (Contains 1 table.)