In the United States, children that require mental health supports most frequently receive them in school. Promoting social-emotional skills is considered both a universal prevention against future psychological disturbances as well as a core component in the treatment of psychological disorders. However, fostering social-emotional skills requires the establishment of school programs or school reform. This study aimed to impact social-emotional supports by eliciting the participation of multiple stakeholders in problem solving and decision making to co-construct programs. Methods, data, and analyses illustrate to practitioners a process for cultural co-construction that remains congruent with traditional stages of problem solving.