This paper explores the concept of systems intelligence in children and highlights its links to social and emotional learning (SEL), proposing that young people possess an innate capacity to understand interdependence, relationships, and change within complex systems. The argument centers on the importance and feasibility of cultivating systems intelligence in children and youth as a response to the complex challenges societies face today. Traditional education often overlooks this innate capacity, emphasizing technical academic content and reductionistic approaches instead. Drawing on insights from Goleman and Senge’s (2014) The Triple Focus, we propose that integrating attention to intrapersonal, interpersonal, and broader social and ecological interdependence can deepen and extend SEL. Practical examples of systems intelligence in action—such as young children using feedback loops to resolve conflicts—illustrate the intuitive nature of this form of thinking. We also show that a variety of practical tools now exist to help educators weave systems science into SEL in diverse contexts. Finally, we situate cultivating systems intelligence within recent educational innovations, arguing that, together, these can enable a transformative educational paradigm that fosters both deeper understanding of interconnectedness and agency in addressing global issues. Impact Statement This paper highlights how children’s natural systems intelligence—their intuitive ability to see patterns, relationships, and interconnections—works together with social and emotional learning (SEL). SEL skills such as empathy, self-awareness, and perspective-taking can strengthen children’s systems intelligence, helping them understand how their actions influence others and the world around them. Using real classroom examples, the paper shows how combining systems intelligence and SEL supports students in navigating complex issues like conflict, community challenges, and climate change. The paper offers practical guidance for educators and clear direction for policymakers seeking to enhance student well-being, agency, and preparedness for an interconnected world.