Several writers have suggested a relationship between academic achievement and social-emotional skills. For example, Mercer (1983) suggested that the lack of social-emotional skills may limit academic success. Smith (1988) stated that education must focus on the social skills necessary for relationships because those skills enhance cognitive development and learning. Sabornie (1994) reported that low-achieving children have a lack of social skills similar to that of children with learning disabilities, and this accounts for poor academic achievement.