For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in addition to commonly used behavioral techniques, middle school professionals should work together to reduce sources of school-based stress and implement strategies to actively foster EF skills. This is especially critical during the high stress and active EF developmental period of middle school (Best & Miller, 2010). By developing effective EF, students with or at risk for an emotional and behavioral disorder (EBD) will be better able to control their thoughts, emotions, and behaviors, which is critical for school and lifelong success.