School-based social emotional learning programmes (SELPs) have gained attention for their potential to improve academic performance among urban African children. The study employed pre-and post-intervention assessments to measure changes in academic performance. Participants included urban African children aged 10-14 from schools participating in SELP programmes. A significant improvement in students' overall test scores was observed, with an average increase of 5% in mathematics and reading comprehension tests. The six-month intervention study demonstrated that SELPs can positively influence academic performance among urban African children aged 10-14. Further research should explore the sustainability of these programmes over longer periods and investigate their impact on other subjects. African, SELP, Academic Performance, Lesotho, Six-Month Intervention