Effectively directing school resources to support students needing behavioral intervention has been aided by advances in social-emotional-behavioral (SEB) assessments. Growing questions have emerged about whether SEB assessment advances are engaging equitable approaches to their utilization and serving as a catalyst for equitable access to resources. Reviewing findings from the current special issue, this commentary discusses the role SEB assessments have for contextualizing student behavior from a culturally responsive lens and guiding future research directions.