Elementary school students face developmental challenges resulting in decreased social and emotional learning and academic success. These challenges include outbursts in class, physical confrontations, or low motivation that will cause students to lose focus and fail academically. This research explored teachers' perceptions about the efficacy of interventions to improve students' social and emotional learning and increase or improve their academic success. The results of this study will allow collaboration between the researcher and administrative leadership to create processes that will improve how interventions can help promote academic success. The research used a qualitative method and action design. The study consisted of 17 educators employed in a southwest Illinois suburb. The sample size of 17 teachers included one male and sixteen females at one school in the district. Data were analyzed through the constant comparative method so that the researcher looked for reoccurring patterns. Six themes developed from the research, and from these developments, three interventions for social learning and three interventions for emotional learning helped students improve or increase their academics. Leadership and practitioners can use the results of this study to collaborate and create processes that will improve how interventions can help promote academic success. [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.]