The present study aimed at identifying the effect of social/ emotional learning on improving academic buoyancy for academic stumbling female students at Taibah University. To achieve this aim, a sample of 67 academic stumbling female students was selected. They were divided into two groups : an experimental group (n= 32) and a control group (n= 35). They sat for academic buoyancy scale (developed by the researcher). After the intervention, the scale was administered again, and t-test was used to identify the significance of the difference between the groups. The results showed the following: there was a statistically significant difference between the mean score of the experimental and the control group on the scale of academic buoyancy as a whole and in the different dimensions of the scale (Self-efficacy, Uncertain Control, Academic Engagement, Anxiety, and Teacher-Student Relationship) favoring those of the experimental group.