This paper reviews existing literature on the relationship between emotional competency and academic performance in children with specific learning disabilities (SLD). The review aims to synthesise findings from various studies to provide a comprehensive understanding of how emotional skills influence academic outcomes. The paper identifies key emotional competencies, such as self-regulation, motivation, and social skills, and discusses their impact on learning. The review also highlights gaps in the current research and suggests directions for future studies. Future research should focus on interventions that target the development of emotional competencies in children with SLD to improve their academic performance. By addressing these gaps, researchers can provide valuable insights into effective strategies for supporting the educational needs of this population.