We explored factors associated with school approaches to identify and support student social, emotional, and behavioral needs. Hypothesized mediators of the relationship between district demographic characteristics and district academic and behavioral outcomes included district administrator perceptions of problems; use of a universal behavioral support program; primary approach to identifying and supporting student needs; and perceived usability of that approach. We found that district demographic characteristics were highly associated with nearly every other indicator, with potential that district leader knowledge and beliefs could serve as a lever to engaging in more preventive approaches. [This paper will be published in "Leadership and Policy in Schools."]