Minimal research has been focused on the role of school monitors in the public-school setting. This study explored the perspectives of school monitors on preparation, training, communication, and feedback. The study looked to examine if these aspects contribute to the overall role of school monitors and to identify specific areas where they require guidance and support to assist students throughout their day. Additionally, the study determined if schools who use a social emotional curriculum have school monitors who feel more supported in their role. Preparation, support, communication, and feedback was investigated using a 27 statement Likert-scale survey and three open-ended questions. Participants were school monitors from Long Island public school districts. A survey of the demographic information of participants such as, age, gender, age level of students, years of experience working in a school setting, professional preparation, and social emotional curriculum of school district were included. A significant number of monitors expressed concerns about inadequate training, unclear roles, and a lack of respect from students. Involvement in school committees and professional development, particularly in behavior management, was linked to greater awareness of school policies. While social-emotional learning (SEL) programs had minimal impact on perceived support, they did increase awareness of school policies. The study highlights the need for better training and inclusion of monitors in school processes to enhance their effectiveness and improve student outcomes. [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.]