Emotional struggles among students have long been a challenge in the educational sector. This study aimed to investigate the implementation and effectiveness of social-emotional learning (SEL) programs in elementary schools, specifically focusing on the impact of SEL among Black male youths. This case study revealed that counselors and teachers perceive SEL as beneficial for students in managing emotions, resolving peer conflicts, and developing healthy relationships. Furthermore, the study suggests the need for future research to explore the potential positive impact of expanding the SEL curriculum beyond specific regions to understand how SEL skills acquired in elementary school can influence student late in life, including during their college years. Additionally, it emphasizes the necessity of comprehensively understanding the correlation between social-emotional development and absenteeism and analyzing data by gender, race, and age groups. Finally, the study recommends further research to track graduation rates, in-school suspensions, Individualized Education Program (IEP) utilization, and future student outcomes of interest. [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.]