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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.

Integrating a Culturally Responsive Lens Into Social, Emotional, and Behavioral Assessment Within Tiered Decision-Making Frameworks