Social-emotional learning (SEL) competencies has been the subject of many studies. The purpose of this study was to examine the mediating role of academic resilience in the relationship between adolescents’ social-emotional learning competencies and life satisfaction. The study group was composed of 371 adolescents. Self-report measurement tools were used in the study. Structural equation modeling was used to investigate the mediating role of academic resilience in the relationship between social-emotional learning and life satisfaction. As a result of the study, it was concluded that social-emotional learning competencies predicted life satisfaction and academic resilience. Also, academic resilience predicted life satisfaction. As a result of this study, it has been concluded that academic resilience has a mediating effect on the relationship between social-emotional learning competencies and life satisfaction. It is suggested that include academic resilience activities in SEL programs to be developed to increase the quality of life, happiness, well-being and life satisfaction.