Social and emotional learning (SEL) provides a foundation for healthy development. It is the process children, youth, and adults go through to develop the skills to engage with others, manage their emotions, show empathy, handle stress, resolve stress, set goals, and make responsible decisions to succeed in work and life. School climate is a product of the interactions among and experiences of the individuals that make up a school community and includes shared norms, values, and everyday behavior expectations. SEL and school climate are complementary and intertwined. Positive school environments with opportunities for social and emotional learning enable students and staff to develop social and emotional competence, which in turn can make school climate more positive. So, how do schools start integrating and aligning these two important concepts? How can the two fields join to build awareness and strengthen understanding? What should happen now, and how can we plan for the future? And what key opportunities must educators seize to ensure that SEL and school climate initiatives instigate real and effective change? These are questions the Robert Wood Johnson Foundation and American Institutes for Research sought to answer when they convened some of the nation's top SEL and school climate practice leaders to begin setting out how schools and communities can best support the healthy development of children and youth. This report discusses 10 key ideas that emerged from that meeting.