This study focused on a seven-week social emotional intervention for the eighth grade student at Olive Middle School. This study used the action research method that identifies problem and then collects and analyzes the data. The social emotional learning intervention was integrated into the English curriculum and of the 117 students who invited to participate in the study, 81 students and the two English teachers completed the pre and post survey. There were several benchmark studies and key educational theorists that support the need for social emotional literacy in schools. The work of educational theorist Howard Gardner and research on multiple intelligences, Abraham Maslow and his research on the human hierarchy of needs and Daniel Goleman's research on emotional intelligence are reviewed and connected to the purpose of the study of social emotional learning and the eighth grade student. After analyzing the results of this study, the researcher accepted the null hypothesis of .07 in student decision-making skills and .06 in student responsibility skills with the pre and post survey approaching significance at the .05 level. The researcher draws several conclusions from this study such as the need for school leaders to embed social emotional learning into the curriculum and encourage teachers to integrate whole brain learning instruction and social emotional learning. As a result of these conclusions, the implications for school leaders include the need to identify resources for teachers to understand social emotional learning as well as the time for professional development on social emotional literacy. Recommendations from this study include the need for teachers to continue to integrate social emotional learning into the content curriculum as well as providing professional development and resources for teachers on whole brain learning and social emotional literacy.