There is limited evidence on the imperative role that caregivers play in social-emotional learning development for effective social-emotional learning program implementation despite their crucial influence on childhood development. This doctoral project explored the effects of parent education for two school-based, social-emotional learning program techniques on caregivers' self-efficacy in managing aversive behaviors. This doctoral project discusses aversive behaviors, social-emotional learning, the Zones of Regulation and Friendzy social-emotional learning programs, caregiver education, and caregiver self-efficacy. This project highlights the importance of including caregivers in effective school-based social-emotional learning programs by exploring caregivers' self-efficacy when provided education on school-based social-emotional learning techniques. [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.]