The promotion of social, emotional, and academic learning is not a shifting educational fad; it is the substance of education itself. It is not a distraction from the "real work" of math and English instruction; it is how instruction can succeed. And it is not another reason for political polarization. It brings together a traditionally conservative emphasis on local control and on the character of all students, and a historically progressive emphasis on the creative and challenging art of teaching and the social and emotional needs of all students, especially those who have experienced the greatest challenges. In fact, the basis of this approach is not ideological at all. It is rooted in the experience of teachers, parents, and students supported by the best educational research of the past few decades. More than nine in 10 teachers and parents believe that social and emotional learning is important to education. At least two-thirds of current and recent high school students think similarly. This project was to convene a Council of Distinguished Scientists--leaders in the fields of education, neuroscience, and psychology--to identify areas of agreement. The consensus they define is broad and strong: Social, emotional, and academic skills are all essential to success in school, careers, and in life, and they can be effectively learned in the context of trusted ties to caring and competent adults. This culminating report draws on the input the commission received over the past two years from conversations, meetings, and site visits across the country.