The purpose of this quantitative quasi-experimental study was to explore the impact of targeted social and emotional learning (SEL) strategies on academic achievement at the middle school level, specifically in the area of mathematics. Three middle schools in a large Southern California K-12 school district were used in this study. This study focused on a pre-test/post-test design determining if there is a significant difference between the levels of mathematical achievement among students prior to the implementation of targeted SEL strategies in 2017-2018 and 2018-2019 academic school years, and after the implementation of targeted SEL strategies in 2018-2019. To analyze mathematical achievement this study used secondary data analysis of the California Assessment of Student Performance and Progress (CAASPP) mathematical score reports for the anticipated high school graduating class of 2024. The researcher was able to analyze 1,309 students' CAASPP scores from 2017-2018, 2018-2019, and 2018-2019. One-way ANOVAs allowed the researcher to examine the impact of targeted SEL strategies on mathematical achievement. This study found that multiple SEL strategies have an impact on the academic achievement of middle school students in the area of mathematics. [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/en-US/products/dissertations/individuals.shtml.]