For many years, the field has struggled to provide effective supports and interventions for students with emotional and behavioral disorders (EBDs). Rarely are EBDs identified and treated early. Additionally, students with EBDs who require intensive supports often have a myriad of needs, which can be difficult to address. Thus, the long-term outcome for many of these students is poor. As illustrated in this special issue, the science behind our intervention practices has advanced; but these advancements have not necessarily translated into authentic school settings across the nation. To move the dial for students with EBDs, we need to be more proactive as a field by providing early identification and intervention for students with EBDs and ensure access to high quality intensive services and supports for all students across the nation.