Youth have difficulty making the transition from education to the workplace in the Fourth Industrial Revolution. High levels of youth unemployment prevail in South Africa, and it is necessary to find ways to assist youth to enter the workplace. The purpose of this grounded theory study is to explore how educators view the efficacy of social and emotional learning (SEL) skills in the learning environment. There is evidence worldwide that implementation of SEL skills is effective for improving academic achievement as well as success in the future life. Findings indicate that 68 participating purposive selected educators, who wrote written responses to open-ended questionnaires, believe SEL skills would have a positive impact on the learning environment; would be essential for learners to become future ready; and would be beneficial to themselves as educators both personally and professionally. Educators referred frequently to the importance of building interpersonal relationships, self-management and social awareness skills. It would be prudent, as a next step of exploration, to collaborate with educators and learners to co-construct effective interventions and formal support structures with policymakers, for the benefit of all those in the learning environment.