“Thankfully, in the current push to increase high school graduation rates and equip students
with the twenty-first-century skills, education leaders have come to realize that the workforce
demands for today’s students include not only high-level cognitive skills but also noncognitive
or “soft” skills, which cross over into the social-emotional skills domain”
——————————————Weston, Ott, & Rodger, S

In the past October, I was lucky enough to attend an academic conference with the topic of character development. I can tell how scholars are dedicating themselves to promote social-emotional wellness in schools and classroom settings. However, what I see in the classroom is still we are putting academic success and classroom management as our priority. I had a conversation with one of the scholars about this issue and asked him how do they think about this issue. He stated that besides we did not promote social-emotional wellness that well, the authorities does not put this topic as their priority.

I am grateful to see in this article that there is more and more advocacy in this field. I am thinking that besides educators, we might also need to be “business person”, who knows how to market our belief—that mental health is so essential of a person’s overall wellbeings.

Vesely, A., Vangelis, E., Saklofske, D. H., & Leschied, A. W. (2018). Qualities of teacher effectiveness in delivering school-based mental health programs: The relevance of emotional intelligence. In A. W. Leschied, D. H. Saklofske, & G. L. Flett (Eds.), Handbook of school-based mental health promotion: An evidence-informed framework for implementation, (pp. 167-184). Cham: Switzerland: Springer