Youth involved in child-serving systems of care (e.g., child welfare and juvenile justice) often exhibit specific academic performance problems. The magnitude of academic risk among these students is a serious concern given that school attachment, performance, and attainment closely relate to indicators of well-being across the lifespan. It is also important to consider that the experience of maltreatment is linked to both academic difficulty and formal system involvement. This paper highlights recent research focused on the academic performance of children and adolescents involved with child welfare and juvenile justice systems, with specific emphasis on highlighting prevention and intervention strategies that cut across systems. To meet the complex needs of these populations, school psychologists and other support staff should be cognizant of students' academic needs and take a leadership role in collaborating within and across systems to meet them.