Over the past several years, a growing consensus has emerged across a range of disciplines--including brain science, developmental psychology, and education research--about how learning happens. The latest science now aligns with what educators, youth-supporting adults, parents, and caregivers have known for a long time: successful learning requires an integrated approach to social, emotional, and cognitive development. Historically, both research and educational practice have treated social, emotional, and cognitive development as discrete areas. Yet over the past few decades, advances across disciplines in developmental science have contributed to a more integrated understanding of development. This new understanding makes clear that social, emotional, and cognitive dimensions not only happen in conjunction with one another but are highly interdependent and mutually reinforcing. A 2019 report, "From a Nation at Risk to a Nation at Hope," from the National Commission on Social, Emotional, and Academic Development played a vital role in advancing this consensus. The Commission engaged 200 scientists, educators, policymakers, and groups of young people and parents in its deliberations. Its work to synthesize existing and emerging research, build scientific agreement, and consider evidence-based implications for practice has accelerated an essential national conversation about how to help many more young people--particularly those who have been ill-served by current systems--succeed in school, work, and life. This report, "All of Who I Am," describes young people's responses and considers how their insights contribute to knowledge about integrated approaches to social, emotional, and cognitive development. [For "From a Nation at Risk to a Nation at Hope: Recommendations from the National Commission on Social, Emotional, & Academic Development," see ED606337. Additional funding from the Sanford Programs at National University System.]