Overall, the proposed study seeks to identify whether the presence and number of familial risk factors predict rates of change in social and emotional skills over the program year and how classroom characteristics may act to buffer or enhance these effects. The aims of the proposed study are to identify (a) the relationship of familial risk factors and classroom characteristics (e.g., teacher efficacy, fidelity to the curriculum, and classroom quality) with child social and emotional skills; (b) changes in child social and emotional skills from the beginning to the end of the program year; and (c) how cumulative familial risk, classroom characteristics, and their interaction impact acquisition of social and emotional skills from the beginning to the end of the program year. Data on approximately 140 children and families enrolled across eight Head Start classrooms will be utilized in this study. Data will include Head Start clinical records and teacher-reported measures on child social and emotional functioning. Analyses will utilize growth curve modeling to identify how the presence of familial risk and classroom characteristics influence social and emotional learning over the program year.