This study examines the ways in which policy makers could improve support for social and emotional learning (SEL) practices in Manitoba schools. A lack of policy guidance around SEL in Manitoba has led to a pedagogical void that does not align with what literature suggests are best practices. To understand how this current approach might be improved, a sample of SEL frameworks from a variety of educational contexts were analysed using a three-stage content analysis method. The data resulting from this analysis was used to construct a new framework that represents a more comprehensive and explicit approach to SEL in Manitoban schools. This process resulted in a reimagined Manitoba policy framework with three new thematic areas (Critical and Creative Thinking, Self-Regulation and Self Awareness) as well as new and more descriptive sub-themes in all thematic categories, and the addition of a new layer of explicit criteria that supports better teaching and assessment practice. A discussion of why this framework represents an improvement from current policy and the implications for educators and policy makers are also provided.