This study investigates the significance of integrating social-emotional learning (SEL) into school environments, a trend that has gained momentum over the past four decades. Recognizing that students' social and emotional competencies profoundly affect their academic success, educators are increasingly prioritizing the cultivation of skills such as relationship-building, emotional regulation, conflict resolution, and collaborative problem-solving. A pivotal aspect of SEL involves providing behavioral supports tailored to students' needs, empowering them to manage emotions, engage empathetically with peers, and make constructive choices. The Positive Behavioral System of Support in Schools (PBSIS) stands out as a widely respected framework for establishing sustainable multi-tiered support systems that cater to diverse student requirements. This research project focuses on evaluating the efficacy of PBSIS in addressing the social, emotional, and behavioral needs of students at Ho-Ho-Kus Public School. By exploring the impact of this multi-tiered support system, the study seeks to contribute valuable insights to the ongoing discourse surrounding holistic student development within educational settings. [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.]