Educational researchers and practitioners are increasingly supporting universal screening as a method to identify students who are in need of behavioral and emotional support. However, there is little research conducted on how to effectively utilize screening results to inform intervention practices. This study examined how different variables relate to behavioral and emotional symptom change in upper-elementary students (N = 163) over the course of one year, in order to study what characteristics and interventions correlate with various patterns of behavioral and emotional change. Using longitudinal cluster analyses, students were grouped into four developmental trajectories (Consistently Low Risk, n = 38; Consistently High Risk, n = 50; Normal Risk - Positive Trajectory, n = 35; and Normal Risk - Negative Trajectory, n = 40) based on screening results from the student-report Behavioral and Emotional Screening System (Student BESS) from three time points. Means comparison tests were used to examine change among different types of behavioral and emotional symptoms (inattention, internalizing, school problems, and personal adjustment) within each of the four trajectory clusters. Results showed that the four types of symptoms demonstrated different levels of stability and change in each of the four trajectory clusters. In order to examine which variables predicted membership into various developmental trajectories multinomial logistic regression analyses compared the groups on parent education level, attendance records, English language fluency, academic ability, and in-school academic and social-emotional interventions. Only academic interventions showed to be a significant predictor variable for the Normal Risk - Positive Trajectory group. Implications for research and practice are discussed, in respect to recommendations on utilizing behavioral and emotional screening results to inform intervention.