Twenty-first-century schools serve socio-culturally diverse students with varied abilities and motivations for learning (Learning First Alliance, 2001). Preparing students for life success requires a broad, balanced education that ensures their mastery of essential academic skills and prepares them to become responsible adults (Association for Supervision and Curriculum Development, 2006). This study summarizes the effectiveness of social-emotional learning in 3rd, 4th, and 5th grade students' ELA and math academic achievement. Promoting social, emotional, and academic growth starts with families, schools, and communities. Effectively implementing social-emotional learning (SEL) is an approach that will reduce behavior concerns, improve academic performance, and provide positive attitude adjustment. This research reviewed the purposes of social-emotional learning (SEL), the support school counselors' offer when implementing programs, and the effects this framework has on academic achievement. This research also reviewed circumstances that contributed to the extensive need for social-emotional learning and restorative practices. The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a consortium of educators, researchers, and policymakers whose mission is to help make social-emotional learning (SEL) an integral part of education from K-12.By incorporating the principles of quantitative analysis research, questions were answered using numerical calculations that summarize, describe, and explore relationships among traits (McMillian & Wergin, 2010). The target population for this study was 3rd, 4th & 5th grade students in Richland School District One in South Carolina. Star Reading and Math Assessments were retrieved from Renaissance from the 2021-22 school year for the participating students. Purposeful sampling was used to choose these students based on their participation in the social-emotional learning activities during the 2021-22 school year. The Conceptual Frameworks that serve as the bases for this study focus on the social-emotional learning of 3rd, 4th, and 5th grade students and its effectiveness on academic achievement in ELA and math, focusing on gender and family structure. Strategies to support the implementation of SEL are based on CASEL's Core competencies: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. These competencies encourage optimal brain development. Students who struggle academically often lack appropriate social skills and regulation (Anderson, 2015). SEL skills would be most relevant if embedded in daily work as students learn to cooperate effectively with a lab partner, set realistic writing goals, preserve through a challenging math problem, or self-regulate well enough to allow others to speak in a class discussion (Anderson, 2015).According to CASEL (2022), SEL is the process through which all young people and adults acquire and apply knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. SEL interventions seek to develop children's social and emotional skills, typically through implementing the curriculum, modifying school ethos/climate, or working with families and communities (Humphrey, 2013). Social and emotional skills (e.g., empathy, self-regulation) are pivotal for positive youth development, with research consistently demonstrating their influence on various adaptive outcomes across the lifespan. These skills range from more extensive friendship networks and better-quality relationships with friends in childhood (Brackett et al., 2004) to improved health and labor market outcomes in adulthood (Goodman et al., 2018).As previously stated, quantitative research analysis was used to summarize, describe, and explore relationship traits among participants. The data analysis includes a t-test, ANOVA, and descriptive statistics of mean, median, and standard deviation to generate a descriptive analysis between the dependent variable (student achievement on ELA & math) and the independent variable (social-emotional learning, gender, and family structure). A t-test was performed to determine the mean differences. Levene's Test was used to assess the equality of variances for variables calculated for two or more groups. Based on the data, all research questions were answered. Academic performance for students in ELA and math was identified, and it was determined that there was no significant difference in ELA or math academic achievement based on gender for all participants. There was no significant difference in family structure for 3rd and 5th grade ELA and math academic achievement. There was a significant difference in family structure for 4th grade ELA for the fall but no significant difference for the remainder of 4th grade participants. This researcher determined the following recommendations to support student development and academic achievement. Administrators, faculty, and staff should be adequately trained to provide social-emotional learning with fidelity. Appropriate resources should be available to support all grade levels, and a social-emotional curriculum should be available for home use. Expanding this study will provide more evidence to support the effectiveness of social-emotional learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]