The Social and Emotional Learning (SEL) curriculum has been implemented in numerous school districts to cultivate positive behaviors and diminish inappropriate conduct and behavioral issues. Beyond enhancing students' interpersonal relationships, essential skills such as relationship-building, responsible decision-making, and empathy enable students to effectively address problems, find solutions, and cope with challenging experiences. This study employed a quantitative, retrospective, pre-experimental design using archival data to examine the extent, if any, of the number of in-school and out-of-school suspensions following the implementation of a social-emotional learning curriculum for fourth and fifth-grade students with disabilities. The research utilized data from 5,933 students in elementary schools within a central Texas school district. The Social Justice Leadership Theory guided the study, aligning with its goals and significance, which include promoting equity, inclusivity, and fairness in educational settings. The analysis plan included the paired samples t-test; however, the Wilcoxon served an alternative. With (z = 1.75 p = 0.0.079) for in-school suspensions, the results failed to reject the null hypothesis, this indicates that the difference is not statistically significant at the conventional 0.05 level. With (z = 3.65, p < 0.001) for out-of-school suspensions, the results rejected the null hypothesis, indicating a statistically significant difference in the number of out-of-school suspensions pre-to-post SEL curriculum, with the number of OSS counts increasing. Understanding the impact of the SEL curriculum on disciplinary actions can help leaders make more informed decisions about how to support best the social-emotional needs of all students, including those with disabilities. [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.]