The purpose of this action research project was to investigate whether a correlation exists between stronger social-emotional learning (SEL) skills and attendance records and behaviors at school. The participants included four males ages five to seven in kindergarten and first grade in an early elementary building in a suburban school district in Iowa, USA. The research focuses on the effects of the targeted behavior intervention plan for each student based on their pre-Social, Academic, Emotional, Behavior Risk Screener (SAEBRS) assessment; SAEBRS scores determine which SEL skills are most needed for students. This study discusses the helpfulness of various SEL skills reported by students in an interview. Researchers found no correlations to better attendance and behavior to stronger SEL skills. Future research with more students, all genders represented, and longer interventions would provide more data and understanding of the impact on SEL in the elementary classroom.