Research has shown that students' social, emotional, and behavioral health affects their academic achievement. This has enormous implications for teachers, school mental health providers, and the students themselves. A student who is hungry, disengaged, preoccupied, or behaviorally disruptive simply is not going to respond as well to even the best instruction. The responsibility to manage this crisis may seem daunting, but resources that meet immediate needs and bolster a school community's resilience and effectiveness over time are available. Such resources include action planning and using school-based mental health professionals who can help during these difficult times. This article stresses the role of principals in meeting the social, emotional, and behavioral needs in their schools and in helping struggling students and faculty members during these tough economic times. It outlines strategies that principals may use to advance the agenda of educating the "whole child" in their school.