This paper focuses on examining strategies and implications for supporting the academic and social engagement of behaviorally impacted students in educational settings. By exploring these students' unique challenges and identifying effective interventions, this study aims to provide insights and recommendations for educators, administrators, and policymakers to create inclusive and supportive environments conducive to their success. The paper begins by discussing the complexities and diversity of behaviorally impacted students. It highlights the broad range of behavioral issues they may experience, such as disruptive behavior, attention difficulties, emotional regulation challenges, and social skill deficits. It underscores the crucial connection between academic and social engagement, emphasizing how addressing behavioral concerns is vital for fostering positive educational outcomes and promoting healthy social interactions. Through a comprehensive literature review and analysis of empirical studies, this paper identifies evidence-based strategies for supporting behaviorally impacted students in their academic and social engagement. These strategies encompass both preventive and responsive approaches. Preventive strategies include establishing clear expectations, implementing proactive classroom management techniques, promoting a positive and inclusive school climate, and offering targeted social-emotional learning programs. Responsive strategies involve individualized BSPs, collaboration with families and external support services, restorative practices, and alternative disciplinary approaches. Furthermore, the paper explores the implications and benefits of implementing these strategies. It emphasizes the importance of early identification and intervention, recognizing that timely support can prevent further academic and social difficulties. It also highlights the need for collaborative partnerships among teachers, parents, support staff, and external agencies to create a comprehensive support network for behaviorally impacted students. Additionally, the paper addresses the positive impact of fostering a sense of belonging, promoting self-efficacy, and providing personalized instruction to meet the unique needs of these students. In conclusion, this paper emphasizes the significance of supporting the academic and social engagement of behaviorally impacted students in educational settings. By implementing evidence-based strategies and understanding the implications, educational stakeholders can create nurturing environments that empower students to thrive academically and socially. The findings of this study provide practical recommendations and insights for educators, administrators, and policymakers to effectively support behaviorally impacted students and promote their overall well-being and educational success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]