This paper will discuss the theoretical and evidence base for establishing a framework within the MTSS model to support teachers in their social-emotional growth and learning. The authors propose that implementing these interventions will increase teachers’ feelings of efficacy, reduce teacher stress and burnout, and, therefore, increase the effectiveness of the entire MTSS process. Ultimately, by supporting the social-emotional growth of early childhood educators, we are building the capacity to effectively promote young children’s mental health and positive well-being. (author abstract)