This research article from Social and Emotional Learning: Research, Practice, and Policy explores how K–12 educators, leaders, policymakers, parents, and researchers understand and use research evidence to make decisions about social and emotional learning (SEL) in classrooms. This article challenges the spread of misinformation about SEL as “indoctrination” by arguing that evidence-based SEL approaches can serve as a solution to the youth mental health crisis. In this study, SEL is broadly defined as an approach that hones skills such as self-awareness, emotional regulation, relationship building, and conflict resolution. Drawing upon data from focus groups and individual interviews with 25 SEL stakeholders, the findings show that SEL programs and their evidence of effectiveness may be inaccessible to education stakeholders and that the evidence is not translated to educators in meaningful ways. Recognizing the barriers to accessing and understanding SEL research, the report concludes with a call for more public-facing and practical research with specific strategies for SEL implementation.