Schools in the United States have experienced an increase in student classroom behavioral issues and mental health struggles since the COVID-19 pandemic. Educators who remained in the teaching profession through the pandemic possess valuable insights into the techniques used to address the increased emotional and behavioral needs of students both during and after the pandemic. The current study used multiple methods to explore the challenges faced by upper elementary and middle school teachers, as well as solutions and techniques these teachers found helpful. The study also examined teacher ratings of school climate and social and emotional learning (SEL). Electronic surveys on school climate and SEL were collected from 109 teachers across the United States. Teacher ratings were compared based on grade level (i.e., upper elementary, middle) and school location (i.e., metropolitan, non-metropolitan). Online focus groups, using a nominal group technique, were also conducted with 50 of the teachers. Results showed that teachers identified a lack of time, resources, and support to address the increased academic and behavioral needs of students. Teachers also shared strategies to improve teacher-student relationships, student socialization and motivation, and parent engagement. Implications for practice, recommendations for future research, and considerations for teacher development are discussed. [This paper will be published.]