Elements of Social Emotional Learning (SEL) that create a connection with academic learning are based on one main principle: Effective, lasting academic learning and SEL are built on caring relationships and warm but challenging classroom and school environments. Although potential varies from student to student, each student deserves the opportunity to have his or her potential developed (Elias & Arnold, 2006). Student potential can be altered if students believe there is a limit to what can be achieved. This limit can be derived from a specific academic label that has been given to a child while in school. When students are labeled by educators and/or other students, students form generalizations about themselves based on a label (Tybout & Yalch, 1980). The significance of a teacher's impact is highlighted in research by John Hattie. John Hattie (2012) discussed the importance of teachers viewing their role as critical. The mind frame of a teacher should focus on the effect they have on student learning. Evidence of Hattie's studies suggests that the greatest effects on student learning occur when teachers become teachers of their own learning and when students become their own teachers. When students become their own teachers, they exhibit self-regulatory attributes that seem most desirable for learners--self-monitoring, self-evaluation, self-assessment, and self-teaching. These attributes are related to the five SEL competencies. Labeling is guided by a labeling theory, which is the result of work done by Howard Becker. One issue this theory attempted to explain is that people often behave the way they are labeled. In addition, labeling theory focuses on the power people in society exhibit to make these labels stick. Examples of such people include school administrators, teachers, and parents. The nature and characterization of the label influence the behavior of the labeled child (Samkange, 2015).Throughout a child's academic career, it is important that the five SEL competencies be introduced, practiced, learned, strengthened, and embedded in everyday life. It is essential that nothing stifles children's ability to learn and embrace these competencies as they get older (Brotto, 2018). The purpose of this research was to determine if patterns existed in the academic labeling of students and students' social emotional learning. [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.]