This professional practice dissertation examined how social-emotional learning may be leveraged for high school dropout prevention. High school assistant principals' and school counselors' survey results were analyzed to answer this study's questions for analysis and develop the social-emotional learning-based recommendations for practice. Three themes were identified in the survey results: social-emotional competency skills for academic success, the school counselor's role in students' personal and academic success, and building a sense of community within a school. This study's findings suggest that social-emotional learning may have a positive effect on students' social-emotional competency skills and, as a result, improve academic performance. Social-emotional learning strategies may be used within a school, at home, and in the community to develop students' self-awareness, self-management, social awareness, relationship skills, responsible decision-making, and academic achievement. Chapter 5 is comprised of an executive summary, which entails a concise outline of this action research study. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]