Abstract: Among its many effects, the COVID-19 pandemic destabilized schools as social institutions, highlighting the central role of social-emotional learning (SEL) in recovery for both students and educators. Although most SEL policies have focused on students, less is known about policies that support adult social-emotional competencies (SECs). The current study examines the Illinois State Board of Education’s Learning Renewal—SEL initiative, which offered regionally-prioritized programming for schools to support student and educator SECs through professional learning and capacity building across the state. Through interviews with regional educational leaders implementing Learning Renewal—SEL programming, we found that educator well-being was a top concern among districts; the decentralized, opt-in nature of the policy relied on strong regional office of education (ROE) and intermediate service center (ISC) relationships to tailor communication and professional learning (PL) delivery; and the policy spurred new cross-regional collaboration related to SEL resources, requiring ROE/ISC leaders to exercise their own adult SECs.