Currently, there is limited data available evaluating the benefits of implementing social-emotional learning (SEL) programs independently in high schools. There is a moderate level of literature examining the outcomes of Restorative Justice at the high school level. Collectively, both interventions have been documented to yield positive findings with the targeted population of adolescents (Ortega, et al., 2016; Mazza et al., 2016; CASAEL, 2013). Despite the known success of Restorative Practices and SEL programs, there have been no documented studies evaluating the outcomes of combining Restorative Practices with an SEL Program. Prominent indicators of success in schools have been associated with social-emotional skills. However, students in high school who are at significantly increased risk of developing maladaptive coping methods are often overlooked, not provided with adequate intervention, and disciplined more frequently utilizing harsher punitive measures. These exclusionary/zero-tolerance methods (suspension, expulsions) have resulted in increased delinquent behaviors, students being pushed into deviant subgroups, and a significant influx of students thrust into the school-to-prison pipeline. The purpose of this study is to evaluate the benefits of implementing Restorative Practices in conjunction with DBT STEPS-A at the high school level. It is hypothesized that the combination of both programs will result in less behavioral challenges exhibited by students, improved ability to effectively regulate emotions, less interpersonal conflict with peers as well as educational staff, and an established cohesive school environment, which in turn will enhance students' academic capacities. A single case research design was utilized with students who attended an alternative high school. Pre-, mid-, and post-intervention assessments (i.e., questionnaires, observations) provided to both students and designated faculty were employed to measure change. The study's two-prong approach yielded favorable outcomes for the participant who completed the intervention in its entirety. Results are discussed in regards to implications for practice. [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.]