Previous research identifies the negative outcomes associated with behavioral and emotional risk (BER) and experiences of trauma in childhood. Studies have shown that elevated BER and experiences of trauma are connected to poor academic performance, as well as other maladaptive behavioral outcomes (Martinez et al., 2014; Perfect et al., 2016; Ray et al., 2020; Renshaw et al., 2009). However, these constructs have not been inspected within a strengths-based perspective, considering resilience and social-emotional assets as protective factors against academic failure. The current study assessed the role protective factors play in elementary students' academic performance within the context of BER and trauma symptomology with the goal of informing universal screening practices in the school setting. An existing data set was used to examine the proposed research questions. Findings suggested that protective factors significantly moderated the relationships between BER and academic performance in math and English language arts (ELA) and trauma and academic performance in math and ELA. Protective factors had unique impacts on each assessed relationship. Limitations, future directions, and practical implications are discussed. [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.]