This chapter draws on Foucauldian scholarship to examine how educating emotions in early childhood supports the art of ‘modern government’. Through exploring the development of social emotional learning (SEL), this chapter illustrates how psy-professionals (psychiatrists, psychologists, and other allied professions) have successfully produced, used, and expanded a problematic discourse of well-being into schools and education settings that serve to strengthen their authority on human feelings in society. By utilising Aotearoa New Zealand early childhood education documents (curriculum, guidelines, and other resources) as a case study, this chapter demonstrates how educating SEL makes use of unique power-relations to exercise dominant psy-discourses that inspire learning communities—comprised of young people, their parents, family, teachers, and school staff—to learn specific movements for governing themselves as well as others. In conclusion, this chapter calls for the further interrogation of psychological concepts used for educating emotions, like SEL or emotional literacy, and their associated practices in order to examine how they ‘support’ children and young people with their ‘well-being’.