This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis was conducted to examine how emotion regulation relates to early academic success. Results showed that emotion regulation was positively associated with teacher reports of academic success and productivity in the classroom, as well as standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student-teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. The study suggests that emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing, both important for academic motivation and success. The findings highlight the importance of emotion regulation in early academic success, emphasizing its role in classroom engagement and academic performance. The study also found that a positive student-teacher relationship is crucial for academic success, as it supports children's learning and motivation. Overall, the study underscores the significance of emotion regulation in children's academic development and the need for further research into the mechanisms by which emotion regulation influences academic success.This study investigated the role of children's emotion regulation skills and academic success in kindergarten, using a sample of 325 five-year-old children. A mediational analysis was conducted to examine how emotion regulation relates to early academic success. Results showed that emotion regulation was positively associated with teacher reports of academic success and productivity in the classroom, as well as standardized early literacy and math achievement scores. Contrary to predictions, child behavior problems and the quality of the student-teacher relationship did not mediate these relations. However, emotion regulation and the quality of the student-teacher relationship uniquely predicted academic outcomes even after accounting for IQ. The study suggests that emotion regulation skills facilitate children's development of a positive student-teacher relationship and cognitive processing, both important for academic motivation and success. The findings highlight the importance of emotion regulation in early academic success, emphasizing its role in classroom engagement and academic performance. The study also found that a positive student-teacher relationship is crucial for academic success, as it supports children's learning and motivation. Overall, the study underscores the significance of emotion regulation in children's academic development and the need for further research into the mechanisms by which emotion regulation influences academic success.