Social-emotional learning (SEL) allows students to develop core skills of self-management, self-awareness, social awareness, responsible decision making, and relationship skills, which in turn enhances children's abilities to successfully engage in these behaviors (CASEL, 2013). Educators are seeing a rise in negative behaviors, emotional issues and mental health issues. Students who are unable to regulate their social and emotional skills will struggle academically, as well as with attendance, whereas students who are able to regulate their social and emotional skills are more likely to be college and career ready (Jones & Dolittle, 2017). With a SEL program in place, students will fare better academically, emotionally and socially. In turn, a students' ability to learn, attend school and be more fully engaged in their learning will increase. This qualitative study investigates the beliefs of teachers regarding the reason behind the challenging behaviors they see from their students. In addition, this study gives teachers the ability to give their input into a SEL program and its implementation. Finally, this study concludes with a professional development opportunity to show the research behind SEL and a book study to be completed throughout the school year. The workshop intends to provide teachers the necessary knowledge to successfully implement the SEL program. [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.]