Delivering bad news to students, teachers, and parents is not an uncommon occurrence for school psychologists. Skillfully communicating bad news requires sensitivity, thoughtful wording, and an awareness of the potential effect on the recipients. Despite the importance of this skill, school psychology has devoted little attention to what is currently known about delivering bad news. This article synthesizes the literature on presenting and receiving bad news, devoting special attention to how information can be used by school psychologists in their day-to-day practices. Primarily drawn from medicine, the scholarship is instructive as a guide to the many dimensions of bad news delivery including what needs to be considered beforehand, how to communicate, cultural factors to consider, and conveying hope. (Contains 1 table.)