Prior Theory: Social-emotional learning (SEL) is the ability to manage emotions and social interactions adaptively to succeed in school, at work, in relationships, and in communities (Jones & Doolittle, 2017). The most cited SEL theory is the Collaborative for Academic, Social, and Emotional Learning (CASEL) 5 model, which focuses on promoting SEL in educational settings and addresses five interrelated SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making (Frye et al., 2022). Many SEL assessments are based on this model, but based on our literature review, few, if any, have been specifically tested on students with learning disabilities (SwLD). Furthermore, the CASEL 5 model does not address theories on learning disabilities and their predictors of success. Extensive evidence indicates self-advocacy and resilience are key predictors of educational and employment outcomes for SwLD (Kasler et al., 2017; Lee et al., 2015; McNaught & Pope, 2022; Test et al., 2009). However, these critical SEL competencies are not explicitly addressed within the CASEL framework. Consequently, the absence of assessment tools targeting these competencies in educational settings creates a significant gap in understanding how self-advocacy and resilience, alongside the CASEL 5 competencies, contribute to the success of SwLD. The lack of SEL assessments targeting the competencies critical for SwLD success hinders educators' ability to comprehensively evaluate and support their students' SEL development, and it also impedes researchers' efforts to devise effective interventions aimed at enhancing academic outcomes. Our studies show that we have developed a reliable and valid SEL measure designed for SwLD's SEL competencies that will help both educators and researchers better understand SwLD and their SEL competencies. Studies: In Study 1, 236 teachers at a multi-campus, nationwide school for SwLD (e.g., dyslexia, executive functioning disorder) assessed 809 SwLD over a four year period (pre-pandemic) with the 41-item Winston Essential Skills Survey (WESS) that measures eight SEL competencies that overlaps with, and extends on the CASEL 5 model: resilience, self-advocacy, self-reflection, self-regulation, social responsibility, social skills, problem solving, and management/organization (see Table 1). Confirmatory and exploratory factor analyses indicated that the survey could be reduced to 26 items while still maintaining an eight-factor structure (See Figure 1 and Tables 2-3). This shorter version was also internally consistent (see Cronbach's alphas in Table 2) and had good test-retest reliability (see correlations between years in Table 3). A follow-up study comparing the WESS to another SEL survey, the Mindsets, Essential Skills, and Habits Questionnaire (N = 32), demonstrated expected correlations between the two surveys showing evidence for convergent, divergent, and discriminant validity (see Table 4) and Cronbach's alphas for each subscale above 0.75. In Study 2, 806 students from the same school were assessed with the WESS and one to two months later their academic achievement (e.g., Math Problem Solving, Reading Comprehension) was assessed with the Wechsler Individual Achievement Test (WIAT-III; Pearson, 2009). Dependent t-tests showed that WIAT subtest scores significantly increased from year to year, including during the COVID-19 pandemic, ps < 0.001 (see Table 5). In Study 3, cross-lagged panel analyses (Kearney, 2017) were performed in AMOS 28 from 785 SwLD at the same school using the WESS and WIAT-III subtest scores to determine if SEL caused improvements in academic achievement or vice versa. The results showed that several types of SEL had strong, consistent, significant, and causal effects on academic achievement (e.g., math problem solving and reading comprehension): resilience, self-advocacy, problem solving, social communication, and self-regulation, [beta]s > 0.50, ps < 0.05 (several of these analyses are illustrated in Figures 2-5). Zero or near-zero pathways from math problem solving and reading comprehension to the eight types of SEL competencies indicated that improvements in academic achievement were not driving improvements in SEL. In Study 4, educators (N = 145; teachers, school counselors, teacher assistants, etc.) nationwide assessed up to three of their SwLD (N = 341) with the WESS and the Devereux Student Strengths Assessment (DESSA) to determine the extent of the reliability and validity in a general population. Because this study is concluding close to the SREE deadline, our analyses are not yet complete, but we expect to share, at least our preliminary findings, at the conference. Limitations and Future Directions: Although these findings are based on a nationwide sample of SwLD, Studies 1-3 relied on SwLD attending the same sample school, leaving room for improvement in the generalizability of our findings. However, Study 4 offers promising evidence regarding the reliability and validity of the WESS across a more diverse population. We urge fellow researchers to replicate our study to ascertain the reliability and validity of the WESS in their respective samples. Such replication efforts are crucial for bolstering the confidence in the utility of the WESS across varied contexts. Implications for Research: Until now, researchers have primarily relied on SEL assessments that are largely untested on SwLD and are based on the CASEL model, which may not adequately address the SEL competencies crucial for the success of SwLD. The WESS is a promising new survey tool for researchers to quickly, comprehensively, and effectively evaluate SEL competencies in SwLD within their studies, such as examining the efficacy of SEL interventions tailored for SwLD or investigating SEL competencies as a mediating factor. Indeed, the WESS holds the potential to be a potent research instrument, having demonstrated both predictive and causative effects on academic achievement, particularly in areas where SwLD face significant challenges, such as reading and mathematics.