Shelley Buchanan's piece from Age of Awareness:

These concerns lead us to the larger question: who decides what feelings are acceptable? How does SEL technology discourage the expression of certain feelings? If we reward students for a “positive mind set,” does that mean we actively should try to stifle negative emotions? Evan Selinger, the author of Reengineering Humanity, warns that “technology, by taking over what were once fundamental functions…has begun to dissociate us from our own humanity.” ²? School SEL programs with objectives to produce more positive feelings may have the unintended effect of telling the child that their emotional reactions are something they entirely create, not a reflection of their environment. Suppose a child is frustrated because they don’t understand the curriculum. In that case, the school may emphasize the child controlling their feelings rather than adapting the material to the student’s needs. Students rarely have the ability or courage to tell teachers why they are feeling what they are feeling. In a system where adults advise students that they alone are responsible for their feelings, a child can easily take the blame for adult behaviors. Districts can then use such data to explain away low standardized test scores, asserting that “students with higher social-emotional competencies tend to have higher scores on Smarter Balanced ELA and math assessments.” Therefore, it is easy to assume that student academic failure has little to do with the quality of instruction in the school but rather the student’s emotional competencies.  

https://medium.com/age-of-awareness/how-do-you-feel-today-32a5ca87f58d