As research on the benefits of social and emotional learning (SEL) continues to grow, schools across the country are using formal SEL curricula to boost students' skills. Such curricula have benefits for students' social, emotional, behavioral, and academic outcomes, and the effects can last for up to three years post-intervention. Yet, as with any type of instructional intervention, SEL materials and lessons are only part of the equation. Fully realizing robust SEL implementation and optimizing students' social and emotional development require that school leaders support teachers to understand, model, and implement high-quality SEL practices in an ongoing way. However, teachers report limited training and confidence in supporting students' social and emotional development, with 82% of teachers saying they need additional professional learning on the topic. Coaching is a promising approach to filling this gap. Building on a growing number of coaching approaches, the EASEL Lab at the Harvard Graduate School of Education recently developed an SEL coaching model and partnered with an urban elementary school on the East Coast to pilot it as one component of a schoolwide approach to SEL. This pilot study found that participating teachers increased their use of SEL practices and found the strategies effective. It also underscored the need for school policies and structures to enable coaching.