Meeting the social, emotional, and behavioral needs of emergent bilinguals (EBs) requires educators/practitioners to carefully consider the sociocultural reality of EBs in order to: (1) identify and validate the need for support; (2) plan/develop culturally responsive interventions; and (3) properly review socially valid outcomes. In this chapter, we summarize the different sociocultural factors, such as acculturative stress, familial acculturative gaps, experiences with discrimination, etc., contributing to EBs’ unique social, emotional, and behavioral needs in schools. We encourage educators to endorse an existing cultural adaption model when desinging cultural adaptations in their assessment and intervention efforts to ensure students are able to incorporate the skills learned at school in their daily lives, communities, and with the unique sociocultural factors they face. We also propose a multi-tiered systems of support where culturally sustaining outcomes guides the intervention efforts. Summaries of studies that have evaluated culturally responsive social, emotional, and behavioral interventions in school settings are provided as examples for educators on how to identify the unique sociocultural needs, plan culturally responsive interventions, and review social validity of intervention outcomes.