Research Findings: Social-emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success. Given that SEL skills may vary within person and across environments, the authors also discuss the concept of SEL skills as hybrid variables. Possible shared underlying mechanisms and their reciprocal nature, as well as assessment of and programming for SEL skills, are also discussed. Lastly, the authors bring attention to important policy considerations that aim to positively influence the learning environment for all children. (Contains 1 figure.)