A large body of evidence indicates that well-implemented social and emotional learning (SEL) programs improve academic, social, and emotional outcomes for students and educators. Education policy has the potential to influence the high-quality implementation of SEL, from the school district, to the school, to the classroom. Before and during the coronavirus disease 2019 pandemic, U.S. states enacted supportive policies and conditions to promote SEL in schools. However, curricula that foster the development of social and emotional competences have been one of many controversies about the instructional content and instructional practices schools should use to teach students. Thus, legislators in nine states have proposed bills to prohibit or inhibit SEL instruction in kindergarten through grade 12 (K-12) schools. In this report, the authors investigate whether states' SEL policies (for and against) are associated with the implementation of SEL by K-12 schools, as reported by teachers and principals. In their approach, the authors merge the survey data they collected from educators with the results of the Collaborative for Academic, Social, and Emotional Learning's (CASEL's) nationwide scan of each state's and the District of Columbia's SEL-relevant policies and conditions. The authors also study whether SEL implementation is correlated with two teacher-reported indicators of positive student experience: supportive climate and student interest in learning. The authors' findings show whether state policymakers' SEL-related policies (including legislation and guidance) connect to schools' on-the-ground decisions and implementation, as reported by principals and teachers.