Teachers in my school district observed students struggling with their social and emotional skills in the classroom and on the playground; therefore, a group of teachers and administrators began to search for programs to help the school district strengthen student social and emotional skills prior to the COVID-19 global pandemic. The team reviewing programs decided to begin by implementing a pilot study with third grade teachers in my school. I developed this study to assess what effects integrating the SEL program into reading and morning meetings would have on student reading achievement and social and emotional skill growth. I used a pre- and post-study self-rating survey for students and the three teacher participants. I also used the reading achievement results of the students using benchmark assessments in the fall and spring. Teachers were also asked to maintain a journal of their observations, questions, and recommendations during their participation in the study. The results of this participatory action research study indicated, although the study occurred in the middle of the COVID-19 global pandemic, student attitudes mostly remained high or grew between the pre- and post-survey. Student achievement was mostly positive, contrary to what many other schools were experiencing at that time. Teacher responses concurred with survey data, and teachers maintained or grew their confidence to help students improve academically and in their social and emotional growth. Data were very promising, and the district plans to continue SEL programs. [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.]