Recent research has demonstrated that educators and students succeed when students are present, engaged, socially secure, and academically successful. These practice recommendations draw upon studies of whole-school or whole-class interventions that support prosocial behavior in elementary school students, including students who are identified as having disabilities or who are at risk of identification for special education services. Moreover, these recommendations are based on research on promising interventions that show evidence of improved outcomes for student behavior, educator classroom management, and school environment. This report offers elementary educators, administrators, qualified related service providers, and qualified school-based mental health practitioners five specific recommendations for prevention-focused practices that promote prosocial student behavior and related outcomes. [For "Promoting Social and Behavioral Success for Learning in Elementary Schools: Systematic Review Protocol. Version 3.0. Revised," see ED617406. For "Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents," see ED617775.]