The purpose of this study is to foster socio-emotional learning strategies during standardized assessments season to help students process their feelings of fear, exam anxiety, and academic achievement in urban secondary schools in the Southern region of the United States of America. This qualitative research methodology was conducted as a series of interviews and questionnaires to secondary teachers and administrators to identify their perceptions of academic performance and achievement, socio-emotional learning, and exam anxiety post-COVID-19. The study results confirmed the issues that education stakeholders experience within these constructs. The study illuminated the need for district leaders and politicians to develop and implement additional professional developments surrounding these current issues post-COVID-19. [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.]