This study reframes the issue of kindergarten office discipline referrals (ODRs) as an opportunity to enhance social-emotional learning (SEL) and create a supportive classroom environment rather than solely focusing on managing disruptive behaviors. Discipline issues significantly impede learning and interventions must be more consistent and adequate. A mixed methods approach was employed to evaluate the efficacy of SEL programming combining quantitative and qualitative data. The study used pre-and post-surveys, school-wide surveys, and professional learning community (PLC) reflections. The research occurred in a kindergarten school near New York City and included 10 certificated staff members. Results demonstrated a notable decrease in ODR rates, alongside improvements in school climate and SEL competency. The intervention's success highlighted the effectiveness of multi-component SEL approaches in reducing disruptive behaviors and fostering a positive educational environment. Key recommendations include empowering educators through collaborative PLCs and leadership engagement, strengthening schoolwide SEL programming, and fostering a comprehensive embrace of SEL within the school community. These recommendations emphasize the importance of involving all stakeholders--teachers, school leaders, families, and community partners--in continuous improvement efforts. By integrating SEL into all aspects of school life, results suggest that schools can better support students' social and emotional development, leading to more effective and sustainable behavior management. [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.]