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The purpose of this mixed-methods capstone and future campus-based action research study is to investigate the importance of teachers engaging in uniform, consistent campus-wide behavior management practices at my campus and the need for administrative leadership to establish these practices with all staff. For the utility of this study, clarity will be generally defined as the necessity for campus administrators to establish and facilitate campus expectations for universal, compatible training opportunities on verbal and nonverbal tactics, strategies, and methods for effective and realistic campus and classroom behavior management practices. The guiding theory includes Bandura’s social learning and cognitive theories, as well as Skinner's behaviorist theory. This study uses a mixed-methods action research design. The primary research question is to what extent educators and leadership at my campus can increase consistent staff engagement to best support student behavior and reduce student misbehavior and poor choices by demonstrating uniform, cohesive campus and classroom behavior management practices. This study takes place at a middle school in Texas. Participants involve all current staff members on campus. The data will include both quantitative and qualitative components. Quantitative data will be summarized using frequency data, and qualitative data that is coded thematically to capture common patterns and establish organized themes. Results are established, determining the necessity for effective and consistent use of behavior management practices and for training methods that incorporate evidence-based practices, including strategies that facilitate mandated campus expectations for universal, compatible training on verbal and nonverbal tactics, and methods for achieving effective, realistic results.