This paper describes the outcomes of an action research project that implemented a program for increasing social-emotional functioning and improving academic achievement in 18 high school students with social and emotional disabilities. Analysis of probable cause data revealed that these students lacked a sense of affiliation to the high school community, which contributed to poor social-emotional functioning and academic failure. A review of literature resulted in the selection of three major interventions: creation of a nurturing community in a self-contained classroom; the implementation of cooperative learning to enhance social-emotional growth; and weekly therapy group sessions. Post intervention data indicated growth in appropriately working through social emotional issues. Comparison of the pre and post grade point averages was mixed. Although the academic achievement for freshman students was not significant, there were several factors that may have contributed to this. While there was not a dramatic increase in the grade point averages for the freshmen, for those same students the intervention in social emotional growth appeared to be extremely effective. Extensive appendices include a student point sheet and descriptions of therapy activities. (Contains 39 references.) (Author/CR)