In this study, we identified (1) subgroups of youth during middle childhood who displayed distinct profiles of social emotional learning (SEL) skills including cooperation, prosocial behaviors, work habits, emotion regulation, and self-control; and (2) how these profiles predict longitudinal academic and social functioning during early adolescence. Using the NICHD SECCYD dataset (N = 932, 49% girls), four profiles emerged: relatively low SEL (14%), moderate-high SEL (51%), prosocial/self-control (22%), and cooperation/work habits (13%). Longitudinally, the prosocial/self-control group and cooperation/work habits group demonstrated area-specific weakness. The prosocial/self-control youth were at risk of poor academic competence; the high cooperation/work habit youth were at risk of poor social functioning whereas the relatively low SEL skills youth demonstrated highest risk in poor academic and social functioning in early adolescence.