The social-emotional needs of students have increased, and schools currently are responsible for providing a majority of the mental health support for youth (Fact Sheet, 2012). This study addressed the reliance on school-based social-emotional support and the impact caused to School Mental Health Specialists by utilizing an explanatory, sequential mixed methods design. The quantitative questions examined the relationship between the usage of a social-emotional curriculum, including the amount of time spent instructing, and the school district's demographics. The qualitative research questions investigated the perceptions of School Mental Health Specialists in schools associated with the usage of a social-emotional curriculum and the school demographics. The study found that although there was a correlation between certain demographic areas, such as the school size or grade level of students, and the usage of a social-emotional curriculum, the perceptions of School Mental Health Specialists were comparable regardless of the building demographics. School Mental Health Specialists observed that Tier 1 instruction for all students needed to be strengthened and provided with fidelity to ensure that the needs of all students were met and to ensure that the School Mental Health Specialists' daily role was to meet the SEL needs of the students that had the greatest impact on the student's school success. In addition, the School Mental Health Specialists observed a need for an increase in education and support for families to delineate what was a school need versus a home need and how to access support outside of school. [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.]