School-wide Positive Behavior Support (SWPBS) has a large evidence base for preventing and addressing externalizing problem behavior, but there is little research examining its effects on internalizing problems, such as anxiety and depression. Given the prevalence of internalizing problems in today's children and youth, it is worthwhile to examine the SWPBS research base for evidence of effectiveness in preventing and treating internalizing problems. Hypothesized mechanisms by which the SWPBS approach may support students with or at risk for internalizing problems include improving the clarity and predictability of the social environment, discouraging problem behavior that can threaten student safety, allowing instruction to take place, teaching effective responses to perceived environmental threats, and indirectly reducing internalizing problems by addressing externalizing problems. Support for internalizing challenges within a SWPBS framework can be enhanced by adding evidence-based interventions for supporting internalizing needs within SWPBS systems, providing professional development in identifying internalizing problems, and incorporating screening for internalizing problems into existing screening systems. [This article was published in "Journal of Positive Behavior Interventions" v16 p209-218 2014 (EJ1042114). The title of the published article is: "Effects of School-Wide Positive Behavioral Interventions and Supports on Internalizing Problems: Current Evidence and Future Directions."]