Continued use of exclusionary disciplinary actions such as suspensions and expulsions in schools has led to an increase in the number of Black males entering the school-to-prison pipeline. This study examines administrator perspectives on how utilizing SEL practices influences student behavior and how utilizing SEL practices impact administrators' decisions when disciplining Black boys. This research aims to inform school administrators about the effects of SEL practices on student behavior and disciplinary decisions involving Black boys. This research uses interviews to collect data from school administrators in K-12 school settings on the benefits of SEL practices and programs for Black boys. The findings from this study show that SEL practices and programs benefit both students and staff for various reasons. One benefit is that SEL practices and programs equip Black boys with the necessary communication coping skills to self-regulate when they are faced with behavioral challenges. Moreover, the study found that Black boys were better equipped socially and emotionally when they experienced disciplining in an SEL environment. Furthermore, the study showed that when administrators included SEL practices into their decision-making when disciplining Black boys, they saw a decrease in the number of students being referred out of the classrooms for exhibiting the same undesired behaviors. It is recommended that future researched be conducted on Black boys post-incarceration to examine the long-term effects of SEL in K-12 school settings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]