The purpose of this qualitative descriptive study was to explore how K-5 teachers in central Missouri described how they used SEL in the classroom during the COVID-19 pandemic; and how they think their use of SEL addressed student mental health during the COVID-19 pandemic. Research questions included how K-5 teachers in central Missouri described how they used SEL in the classroom during the COVID-19 pandemic; and how K-5 teachers in central Missouri described how they think their use of SEL in the classroom during the COVID-19 pandemic addressed student mental health. The Social Cognitive Theory was the theoretical framework. The sample entailed 26 teachers. Descriptive statistics and reflexive thematic analysis were implemented with demographic questionnaires, interviews, and focus groups. Key results revealed the benefits of SEL use; however, there is a necessity for additional guidance. Six themes detailed how (a) central Missouri K-5 teachers described the presence of student mental health concerns in education during COVID-19, (b) central Missouri K-5 teachers described the need to address student mental health concerns in education during COVID-19, (c) central Missouri K-5 teachers described their methods of SEL integration to address student mental health concerns during COVID-19, (d) central Missouri K-5 teachers described their preparedness to implement SEL to address student mental health concerns in education during COVID-19, identified twice, and (e) central Missouri K-5 teachers described how SEL helped to address student mental health in education during COVID-19. Future research recommendations are provided. [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.]