Social-emotional learning (SEL) has been around in the educational world for many years and a hot topic over the past decade. Research has shown the positive effects of SEL including increased self-esteem, academic success, and social-emotional development (Durlak et al., 2011). However, few have looked into the effect on varied populations (Irby et al., 2015). This review examines SEL and teachers' perceptions of the effectiveness on inclusive special education students. Research findings indicate a lack of research on those who are in special education. In addition, school-wide SEL programs have not addressed cultural differences and most of the time are a one-size-fits-all approach. By researching SEL, it has become evident that those who receive special education services have been overlooked and even removed from some research (Rowe & Trickett, 2018). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]