Academic underachievement is a discrepancy between potential ability and expected performance. The family context plays a role in determining achievement as it is the very premises in which particular attitudes and values are instilled in young people. The school structures and their effectiveness in maximizing the educational outcomes of young people needs to be considered when addressing underachievement. In this paper we discuss how Mediated Learning Experience (MLE) can a useful intervention model for dealing with underachievement. The elements of MLE include characteristics of intentionality and reciprocity, mediation of meaning, and transcendence as well as parameters such as feeling of competence, reflective practice, self-regulation, the mediation of interdependence and sharing. Mediation is underpinned by a belief in the modifiability of the learner with a holistic approach. Not only does the MLE model capture the parameters for effective teacher-student interaction, it also takes into consideration the affective and motivational aspects of learning. The MLE model can be considered as a method of socio-emotional capacity intervention. Socio-emotional learning refers to the process of empowering people to manage their own emotions, and consequently, their social relationships and their work. Developing socio-emotional learning and capacities involves acquiring the following competencies: (a) understanding of the psychology of emotions, (b) understanding of the dynamics of self-awareness, (c) understanding of empathy and relationship building skills and key pointers for capacity building. In addition, learners will be well-placed to ask pertinent emotional and social questions that generate new learning, modes of expression, decision-making.