The School, Family, and Community Partnership Program is an integrated, school-based intervention aimed at improving outcomes for students with emotional and behavioral disabilities. This study evaluated the program's effectiveness by comparing outcomes for 23 students at an experimental school with 24 students at a comparison school where the intervention was not implemented. The study used a quasi-experimental longitudinal design, collecting data at the start of the study and at 12 and 18 months later. Initial results showed no significant differences between the two groups at baseline, and the students' characteristics were similar to national studies of children with emotional and behavioral disabilities. The program involved collaboration between families, school staff, and community agencies to develop a comprehensive plan for students with emotional disturbances. The School, Family, and Community Team Meeting was a key component, where strengths and needs of students, families, and schools were discussed. The meetings identified barriers to learning and agreed on actions to address them. The study found that the program was well-received by parents and teachers, who appreciated the positive, strength-based approach and the support provided by the team. The fidelity of the intervention was measured using a fidelity form, which showed high levels of adherence to the partnership model. The study demonstrated that it is possible to bring together families, school staff, and community agencies to support children with emotional disturbances. The results indicated that the program was effective in promoting collaboration and improving outcomes for students with emotional and behavioral disabilities. The study highlights the importance of integrated, community-based approaches in supporting children's mental health.The School, Family, and Community Partnership Program is an integrated, school-based intervention aimed at improving outcomes for students with emotional and behavioral disabilities. This study evaluated the program's effectiveness by comparing outcomes for 23 students at an experimental school with 24 students at a comparison school where the intervention was not implemented. The study used a quasi-experimental longitudinal design, collecting data at the start of the study and at 12 and 18 months later. Initial results showed no significant differences between the two groups at baseline, and the students' characteristics were similar to national studies of children with emotional and behavioral disabilities. The program involved collaboration between families, school staff, and community agencies to develop a comprehensive plan for students with emotional disturbances. The School, Family, and Community Team Meeting was a key component, where strengths and needs of students, families, and schools were discussed. The meetings identified barriers to learning and agreed on actions to address them. The study found that the program was well-received by parents and teachers, who appreciated the positive, strength-based approach and the support provided by the team. The fidelity of the intervention was measured using a fidelity form, which showed high levels of adherence to the partnership model. The study demonstrated that it is possible to bring together families, school staff, and community agencies to support children with emotional disturbances. The results indicated that the program was effective in promoting collaboration and improving outcomes for students with emotional and behavioral disabilities. The study highlights the importance of integrated, community-based approaches in supporting children's mental health.