The call for social-emotional development for students has increased through the pandemic, but these calls also require educators to understand the complex nature of social-emotional development as adults. This research study aimed to explore how schools known for social-emotional learning (SEL) support adult SEL development toward flourishing within complex environments. For this study, we used Keegan and Lahey's (2016) framework of a deliberately developmental organization which has found certain organizations center adult development as a primary strategy. We utilized this framework to explore if any of these characteristics of a deliberately developmental organization (DDO) are readily evident in schools highly focused on SEL.