Mental health and well-being have been a strong focus in educational systems worldwide. While schools build systems of support, students who are experiencing internalizing and externalizing behaviors commonly displayed with mental health challenges may not have the perception of feeling included within the school climate or classroom instruction related to evidence-based teaching strategies. In addition, teachers who do not have strong confidence in their abilities to support these students need both a positive school climate and quality professional development opportunities. Given this information, research is needed to determine student perceptions of their school environment while providing aspects of the same environment that will improve the confidence of the teachers who support them. Using the Environment-Fit Theory and recent research, the purpose of this study was to determine student perceptions while finding predictors of teacher confidence in supporting higher needs students. This study analyzed emotional characteristics commonly displayed with mental health disorders among secondary students in an urban setting and determine barriers to academic and social-emotional growth while at the same time identifying supports within the school environment that would improve teacher confidence in supporting this unique subgroup of students. Identified areas of the school climate for students included a) reported experiences related to internalizing and externalizing behaviors b) perceptions of the school climate including safety and inclusion and c) perceptions of classroom instruction related to evidence-based teaching. Identified areas of school climate for teachers included a) teacher reported confidence b) perceptions of school climate including overall positivity and student/teacher relationships and c) professional development opportunities. A quantitative approach and survey methodology were utilized in this study. Moreover, participants included 5,202 students grade 9-12 and 502 teachers who support grades 9-12. Chi-square analyses revealed that students who experience internalizing and externalizing behaviors have a lower perception of school climate related to safety and inclusion and classroom instruction related to evidence-based teaching. In addition, binary logistic regression projected that school climate overall, engaged students, and professional development support from administrators predicted teacher confidence. Recommendations for the classroom teachers and secondary administration were discussed, along with recommendations for future research. [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.]