Adolescent mental health is a growing concern in the United States. Children who experience mental health issues struggle in the school environment if their needs are not met. Teachers play a critical role in the classroom when identifying students who struggle with mental health issues. The purposes of this convergent, parallel mixed-methods study are to (1) compare the degree of difference between fall and spring correlations of composite social and emotional student self-ratings on the mySAEBRS screening instrument and the composite social and emotional ratings from their teachers on the complementary SAEBRS instrument and (2) examine how correlations between teachers' and students' perceptions vary among student genders, racial designations, and grade levels on composite social and emotional ratings at the end of the school year. Qualitatively, the study aims to explore (3) middle school teachers' perceptions of the SAEBRS screening instrument and its effectiveness and (4) how middle school teachers are utilizing the results of the SAEBRS screening instrument to inform and adapt their instructional practices. Quantitative data comprised archival data from the SAEBRS and mySAEBRS screener while qualitative data included open-ended surveys. Participants (n = 11) in the qualitative portion of the study had administered the mySAEBRS screener to students and completed the SAEBRS screener on students in their homeroom classes. Qualitative findings indicated that teachers understood the screener's purpose, but the screener's effectiveness was limited due to data not being shared with teachers. Quantitative results indicated that teachers' perceptions of the SAEBRS screener matched female students' ratings on mySAEBRS more closely than those of male students in the final semester of the academic year. Implications for practice include communicating the screener results to teachers to better support students' social, emotional, and educational needs. Implications for research include examining the correlations in the variances among gender, race designation, and grade level to better understand teachers' and students' perceptions. [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.]