This study explores the influence a social-emotional-learning curriculum (SEL) has on the academic and emotional achievement of primary and secondary students with trauma, as reported by counselors at their schools. These participants, employees of a Louisiana school district, have observed and been involved in the program of instruction for at least one full year. Findings suggest that MTSS, the social-emotional curriculum used in the district, has engaged students of all ages, and seems to have positive short- and long-term impacts, with eight out of the ten participants reporting that SEL has made all students aware of the social and emotional needs of themselves and others. [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.]