The problem of this study is the increase of challenging behaviors among elementary school students and the limited use of a SEL universal screener as a proactive measure to identify the students who exhibit a heightened level of concern that requires a tier 2 or tier 3 level of intervention. This quantitative study examined the impact of Second Step, a tier 1 universal social and emotional learning curriculum (SEL), on the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) student self-ratings for students in grades 2-4. For this study, student self-ratings from the 2021 fall semester were compared to those from the 2022 spring semester. The archival data were retrieved from the eduCLIMBER database. This study was limited to the 2021-22 school year because this was the first year all four elementary schools implemented both Second Step and SAEBRS. The purpose of this causal-comparative study was to analyze the pre-test and post-test results using a one-tailed paired t-test to determine if the impact of directly teaching prosocial skills significantly impacts the way a student perceives their own social, emotional, and behavioral competence. Additionally, the results of this study have added to the limited studies on the use of tier 1 universal SEL curriculum as a method for teaching prosocial skills and improving the way a student perceives their own abilities to successfully navigate social, academic, and emotional situations. The outcome of this study revealed that after one year of implementing a tier 1 universal SEL curriculum, the overall scores either stayed about the same or decreased. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]