School-age children are at high risk of experiencing traumatic and stressful events that can negatively impact their academic, emotional, and behavior performance. Students that have been exposed to a traumatic and adverse experience present with high rates of dropout, low academic performance, conduct problems, aggression, depression, and anxiety. The purpose of the present study was to examine the relationship between self-reported trauma symptoms of students identified with behavioral concerns using teacher reported screening data and whether hurricane exposure moderates the relationship. Participants included 75 students from elementary, middle, and high school in a large school district in the Southeastern United States. Students completed a self-rating of their trauma symptoms and hurricane exposure while their teachers completed a universal screening of internalizing and externalizing behaviors. Results from this study indicated that the type of hurricane exposure does not significantly moderate the relationship between trauma symptoms and students' internalizing and externalizing behaviors. While linear regression showed that students who reported higher levels post traumatic symptoms have higher ratings of internalizing behaviors, results also indicated that there was no significant relationship between trauma symptoms and externalizing behaviors. Result suggest that trauma-informed strategies should be incorporated into the process of universal screening of behavior within the school setting to ensure that students at-risk for internalizing mental health concerns receive early intervention services.