As academic standards for incoming kindergarten students at Morris Early Childhood Center (MECC), in the Milford School District, increase, a significant obstacle to student achievement has emerged. The deficiency of social and emotional skills among MECC students has increasingly impeded school staff from focusing on instruction due to the management of disruptive and occasionally aggressive behaviors. This project sought to ascertain whether a social and emotional learning (SEL) screening administered during kindergarten enrollment could effectively identify students at risk for such behavioral concerns. The study scrutinized various indicators of social and academic success for a cohort of 30 students flagged as at-risk based on the screening. Results demonstrate a compelling r between the screening scores of participant students and their social and academic outcomes throughout the initial semester (21 weeks) 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.]