While working in the Social and Emotional Support Services (SESS) for Montgomery County Public Schools in Maryland (MCPS), the author initiated a project to collect data on services to students with emotional needs. During the 2016-2017 school year, MCPS was the 17th largest school district in the country with nearly 160,000 students speaking 150 languages and nearly 35% participating in free and reduced meals. During that time, the author served as a school psychologist with SESS, a role she held for 13 years. The SESS team had 9 psychologists, 8 behavior support teachers, and 13 social workers who provided mental health and behavioral support to the approximately 600 students receiving services, located in 22 comprehensive school buildings throughout the district. These students typically have educational codes of emotional disability, autism, learning disabilities, or other health impairments and have significant emotional and behavioral challenges requiring special education instruction and services. In this article, the author shares her experience using data to demonstrate the value of a social and emotional support services program for students with mental, behavioral, and emotional challenges.