The main purpose of this study was to explore the relationship between students' social-emotional learning (SEL), as demonstrated by the competencies of grit, growth mindset, and self-management, and students' academic achievement, measured by their proficiency in reading, language usage, and mathematics. This study also sought to compare the academic outcomes of English language learners (ELLs) and their English-only peers. Data were collected from students enrolled in Grades 3-5 during the 2022-23 school year at an elementary school in a large suburban district located in Los Angeles. SEL data were sourced from the Panorama SEL Surveys and academic achievement data were sourced from the Northwest Evaluation Association's (NWEA) local assessments, all administered in the fall term of the 2022-23 school year. A significant positive relationship was found between students' self-management scores and their academic assessments. A significant negative relationship was found between growth mindset and scores in reading and English language arts. No significant relationship was found between grit and academic achievement or between growth mindset and scores in mathematics. In addition, little or no difference was found between ELLs and English-only students with respect to the SEL competencies or academic achievement in reading, English language arts, or mathematics. I recommend that additional research be conducted, such as by replicating this study in other districts; in addition, to obtain more diverse data, other measures of student achievement should be used, such as state assessments. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]