The term "social-emotional learning" (SEL), defined by the Collaborative for Academic, Social and Emotional Learning (CASEL) as "a process for helping children develop the fundamental skills for life effectiveness," is a current buzzword in education, highlighting the important role that both practitioners and researchers believe social-emotional skills play in youth development and preparation for success in school and in life. The Comprehensive After School System (COMPASS) operated by the New York City Department of Youth and Community Development (DYCD) emphasizes the importance of "environments that support social and emotional learning" in afterschool programming. Policy Studies Associates, Inc. (PSA) conducted this study of the strategies for implementing SEL in COMPASS programs serving elementary-grades youth during the 2014-15 school year. As summarized in this report, the study team explored the ways that COMPASS programs approach SEL; identify youth needs and strengths; design and deliver programming; hire and train staff; determine the success of their SEL programming; and use this information for program improvement. The study also explored the benefits of SEL programming to youth from both the adult and youth perspectives. The goals of the study were to identify promising practices in designing and implementing SEL programming, to identify ways in which DYCD can support COMPASS programs, and to document these practices for dissemination across COMPASS programs. [This report was prepared for Department of Youth and Community Development, New York, New York.]