Over the last decades, completion of compulsory education has become increasingly important due to labour market requirements of higher education personnel. There is a growing body of research suggesting associations between EI and scholastic success. The present paper focuses on the connection between emotional intelligence (EI) and academic performance in compulsory education, by examining the existent research. The rationale of the paper resides in the need of improving our understanding on the connection between EI's multiple dimensions and academic achievement of adolescents, especially in countries where the school drop rate of adolescents is reported as being a high one. The primary objective was to summarize our knowledge on the connection between EI and academic achievement in adolescence. The second objective was to highlight specific factors that were investigated in this relationship. Also, we aimed to identify gaps in the research and formulate questions that could drive future diligence in this field. The results could be harnessed as a ground in designing Emotional Intelligence development programs in relation to academic achievement of adolescents.

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