Aside from the comments demonstrating a gross misunderstanding of what (parents now believe) SEL is, I do think that this document and implementation plan is irresponsible. Teachers are not trained to facilitate discussions like these in the classroom, and there are not enough mental health professionals in the buildings to support a universal SEL curriculum to this extent. While commenters appear to be unaware that the basics of SEL are already utilized in schools on a smaller scale, this document does not best represent the values behind SEL. Those of us in schools supporting students' social and emotional needs have learned that SEL is vital, and it is needed on a Tier I level as Tier II and III implementation is not enough; this is a systems problem. Using phrasing that is less politically charged and more broad to include understanding for anyone who is different than oneself (such as those with disabilities) seems to be much more accepted while still accomplishing the same goals.  

Input on issues like this is incredibly variable. Either parents are coming to meetings at school where we are creating plans to teach these skills because the parents are asking for support OR parents are commenting on this thread saying that the school has no business parenting students without realizing that schools have been forced to do so for longer than they realize. Just because some parents may have success teaching their students the necessary skills that SEL programming can offer does not mean that another parent would not greatly benefit from this support. Not to mention that consistency benefits learning, and students are better off if we can provide skill teaching and support across home and school settings. 

I do not agree with keeping SEL out of schools, but I do think that this document and implementation plan needs a lot of work.