Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a socially just school when they promote the implementation of multi-tiered systems of support (MTSS) through evidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens. Implementing these interventions while being social justice allies in socially just schools offer the best opportunity for students with EBD to receive an equitable and socially just education in schools thereby achieving social justice regarding their civil right to a FAPE.