Students' ability to evaluate emotionally challenging situations and identify effective strategies for managing emotions in themselves and others was negatively related to poor classroom social behavior across three studies. These studies, involving 463 students from two Spanish high schools and one American university, examined indicators of adaptation to school based on teacher ratings and official school records. Relationships between the ability to manage emotions, measured with a situational judgment test, and indicators of social adaptation to school remained significant or marginally significant after controlling for demographic factors, personality traits, and indicators of cognitive ability. These findings suggest that emotion regulation knowledge and skills that can be taught explain important aspects of socio-emotional adaptation to school over and above other relevant constructs. (Contains 8 notes and 1 table.)