Using a nationally representative sample of U.S. public school districts, we explored the current landscape of social, emotional, and behavioral (SEB) approaches and their impact on behavioral outcomes. Data suggest SEB screening is the exception rather than the rule, with most districts reporting students are referred to an internal support team when SEB concerns arise. Districts were more likely to report SEB problems were identified and supported internally when they had elementary SEB programs, were located in urban areas, and had higher SES levels. District administrators who reported that SEB problems were identified and addressed internally, including use of universal screening procedures, reported the highest levels of knowledge about their SEB approach as well as willingness to change their practices. [This is the online version of an article published in "American Journal of Education Research."]