ach chapter contributes to describing a facet of social emotional learning. The book opens with a chapter by Lynda M. Valerie and Steven Ostrowski that portrays the work they have done with teachers in the Central Connecticut Writing Project and students in the classroom that helps build a writing community and assists writers of all ages re-envision writing as a creative process. In his first chapter, Ernest Pancsofar shares sundry creative acrostic organizers that students can apply for learning across content areas. Five authors additionally relate specific classroom strategies, experiences and activities that the authors have found advantageous to creating a milieu that aids the development of students who are successful within and beyond the school environment. Louise Shaw conveys how altering her teacher-as-director to teacher-as-facilitator and incorporating arts and literacy resulted in her students learning more when they were guided by their own inquisitive spirit. Sheldon Watson's and Teresita Galarza's chapter presents an instructional strategy that helps English learning students increase their comprehension of text through cognate connections, which utilize their native language as an asset. Jim Johnston and Mariano Santiago relate the story of how Mariano found self-actualization through writing that changed him from a youth who did not speak in class to one who presented at a conference. John Foshay and Joan Nicoll-Senft present their work having students identified with autism spend time with coloring books. The students employed coloring as a coping and mindfulness tool that contributed to increasing their engagement in school experiences. Six chapters pertain to comprehensive discussions about actions, behaviors and dispositions that bolster and scaffold students' social emotional learning (SEL). Kurt Love discusses the significance of moving from a paradigm of reinforcing positive behaviors to an outcome of a student's sense of self-worth enhancing academic achievement. Michael Bartone focuses on an inclusive classroom that incorporates fostering social success for students from diverse communities with intersecting identities. Sally Drew examines the teachers' perspective and ability to gain awareness of their own vision of who they want to be with, and for, their students. Peg Donohue's chapter describes an interdisciplinary collaboration between school counseling and science classroom. Students learn through an evidence based curriculum about how their brains work and strategies for self-regulation. Deborah Poerio's chapter details a program for preschoolers that incorporates school, family and child participation to safeguard a positive school experience. Lisa Fiano outlines ways in which the Universal Design for Learning framework can promote SEL.The closing chapter includes reflections from Ernest Pancsofar and his recommendations for school personnel to look back on the path they have taken to their current values and truths regarding education for all learners.