<p>This study examines the role of emotional regulation and operational stress among School Law Enforcement Officers (SLEOs) and their association with self-reported interactions with school-aged youth. Drawing on Appraisal Tendency Theory and survey data from 132 officers across a southern U.S. state, the research explored whether emotional regulation and operational stress predicted officer interactions. Findings revealed that emotional regulation was not a statistically significant predictor of youth interaction, and operational stress showed a marginal positive association in the full regression model, though it was not significant in bivariate analyses. Emotional regulation and operational stress were positively correlated, suggesting that officers experiencing higher stress also reported greater use of emotional regulation strategies. These results underscore the importance of officer wellness and stress management not only as occupational health concerns but as potential contributors to relational effectiveness in schools. The study contributes to the literature by highlighting the psychological mechanisms that may influence SLEO conduct and offering implications for training, supervision, and policy reform aimed at fostering emotionally intelligent and developmentally responsive school policing.</p>