Focusing specifically on adolescents forced to relocate after Hurricane Katrina, the study looks closely at the role of schools in helping adolescents adapt after a natural disaster. Data collected from 46 middle and high school students across a 6-month period demonstrate that those who showed the greatest improvements in their well-being were those who sought help from their teachers, whose new school created a milieu of cooperation, and who were placed in a school that neither went overboard trying to help nor ignored their special needs. The article concludes with recommendations for schools seeking to maximize the welfare of their students. (Contains 5 tables and 2 notes.)