I worry that there will not be enough time to make an impact during a ten-week practicum, and that a lower perceived value of affective learning compared to cognitive and psychomotor learning may be a barrier. Students, administrative staff, and other educators may not value SEL in general, or specifically within physical and health education settings. It could be perceived as interfering with activity time, or thought of as an entirely separate set of skills to learn that are too difficult to incorporate into daily practices. In addition, I would like to be mindful that many youth programs that have SEL as a goal or outcome are criticized for not using evidence-based practices to influence their design and pedagogy. They are also criticized for being poorly managed, not meeting the needs of the participants, and lack buy-in from administrators and other teachers (Gordon, Jacobs, & Wright, 2016).