Implementing Social and Emotional Learning (SEL) in an urban school is beneficial to students, parents, administrators, schools, districts, and policymakers. Previous studies have emphasized that teachers and other staff members need proper professional development to promote social and emotional learning. They interact with students in situations that require effective social and emotional learning strategies and skills to avoid adverse problems. The participants included students in grades Pre-K to eighth grade. Student participants ranged in age from six to fourteen. The researcher provided all students the opportunity to complete the survey. The sample of respondents included 144 students. The study was longitudinal to discover relationships between variables (suspensions and SEL). The researcher chose a quasi-longitudinal design approach because it effectively simulates the before-after design (Group A at Time 1, Group B at Time 2). In 2017, Group A did not receive SEL lessons; in 2018, Group B received SEL lessons. Teachers began receiving training in SEL implementation during the 2018 school year. Students received SEL lessons daily during the first 20 minutes of the first period. During the same year, administrators started collecting data on the number of days teachers provided SEL lessons to students. A significant finding was a decrease in suspensions occurred after the implementation of social and emotional learning. In this study, due to SEL's professional development and implementation of Social and Emotional Learning, the suspension rate decreased from 9.5 percent over three years to 5.1 percent. [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.]