This article explores English Language Arts (ELA) as the most appropriate venue for Social and Emotional Learning (SEL). Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model of SEL, the author explores the evidence in the literature that there is a natural affinity between ELA content and SEL objectives and that an SEL lens would promote and improve student engagement and facilitate mutually beneficial impacts. The complimentary nature of methods and objectives in ELA and SEL facilitates adaption and minimal disruption to ELA curriculum. Reviewing existing ELA-based SEL programs and examples from the literature of successful integration of SEL concepts by teachers, the author makes a case for developing unscripted, versatile, and integrated approaches to SEL that builds on teacher expertise and student feedback. Additionally, the author outlines the opportunities for integrated learning presented in the BC ELA curriculum. A case is made for a truly integrated model being necessary for creating a fundamental and lasting culture shift towards embedded SEL. Future research directions are discussed.

The development of the redesigned BC curriculum marks a shift to a more integrated holistic approach to learning that includes focused attention on social and emotional learning (SEL). This article examines the development of the redesigned BC curriculum through the lens of SEL identifying challenges encountered and strengths upon which to build. Available materials, reports, and informing documents used in the planning, consultation, and development process are examined to establish an overview of the rationale, objectives, theoretical foundations, and intentions of the redesigned curriculum with respect to SEL. Investigation revealed considerable early emphasis on SEL, particularly through the Core Competencies envisioned as a reorientation towards skillsbased, 21 st century learning. However, a recent return to content-focused language in both planning and assessment are noted. Implications and directions for future research are suggested.