A universal challenge for educators around the world is managing challenging behavior (see Chap. 27 ). Students who present social, emotional, and behavioral (SEB) challenges in school, including those at risk and those with disabilities, compound their risk and experience poor within and post-school outcomes when educators fail to effectively intervene (National Research Council and Institutes of Mental Health [NRCIM], 2009). Students who manifest chronic SEB challenges are more likely to drop out of school, be arrested, engage in substance misuse, and face un- and under-employment once they leave school (Bradley et al., 2008; VanAcker, 2004; Wagner et al., 2005). Educator attempts to address challenging behavior through traditional school discipline strategies, including short- and long-term exclusions, unfortunately, exacerbate student risk in both short and long term (Hughes et al., 2020). Risk elevation for students with disabilities and those from under-represented ethnic and cultural groups is especially acute when repeatedly excluded from school (McIntosh et al., 2021a, b). In fact, work conducted in the early 1990s demonstrated that not only do exclusionary discipline practices not change the behavior of students at risk for SEB challenges, but they actually escalate incidences of student anti-social behavior (Mayer, 1995; Patterson et al., 1992). Mayer noted that schools with inconsistent responses to behavioral challenges, an emphasis on harsh and exclusionary discipline practices, and a failure to create a safe and engaging environment for students significantly increased student aggression, non-compliance, disrespect, and student dropout.