More than ever, schools across the United States and around the globe are embracing social and emotional learning (SEL) to assist students in adopting these skills and many other interpersonal (e.g., teamwork, leadership) and intrapersonal (e.g., self-regulation, resilience) capabilities. This dedication to SEL is well supported by research. Numerous studies in the last decade have demonstrated how SEL capabilities can improve student well-being, social behavior, and academic achievement. But what do teachers think about the SEL-related efforts in their districts and schools? How do they see these efforts affecting their students (and themselves)? Do they feel that they are getting enough support to work on SEL in their classrooms? RAND Corporation researchers conducted a spring 2019 survey through the American Teacher Panel (ATP), a nationally representative sample of K-12 teachers. The team received responses from more than 1,200 teachers across the United States working in schools in different geographic locations and economic conditions and serving different student populations. The findings from this study, which are summarized in this research brief and documented in the full report, can help education policymakers and practitioners strengthen their supports for SEL in schools. [For the full report, "Supports for Social and Emotional Learning in American Schools and Classrooms: Findings from the American Teacher Panel. Research Report. RR-A397-1," see ED609363.]