This quantitative study was conducted to determine if (a) there was a significant difference in the percentage of student office discipline referrals before and after Social- Emotional Learning (SEL) implementation in 3rd through 5th grade, (b) there was a significant difference in the percentage of student in-house mental health referrals before and after implementing SEL curriculum in 3rd through 5th grade, (c) there was a significant difference before and after SEL implementation in the internal or external at-risk status of students in 3rd through 5th grade (d) there was a significant difference between males and females in student office discipline referrals or in-house mental health referrals following a year of SEL curricula, and (e) there was a significant difference between Caucasians, African Americans, and Hispanics' office discipline referrals or in- house mental health referrals following a year of SEL curricula. Data were collected and analyzed from one rural Title I elementary school. Findings indicated no statistically significant differences in outcomes before and after SEL intervention with the exception of a decrease in the percentage of in-house mental health referrals when the sample size was increased to include students in grades kindergarten through 5th grade. [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.]