This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of "RC" practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of "RC" practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro-social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between "RC" practices and children's performance. These findings suggest the positive contribution of the "RC" Approach in relation to children's gains over a one-year period. (Contains 4 tables.)