This article reports the findings of a school-based intervention project conducted in the Southern Province of Sri Lanka 15 to 18 months after the December 2004 Tsunami. The work responds to the need for culturally relevant programming to address long-term psychosocial recovery of children and adolescents affected by large scale disasters. Program developers used a participatory action research process to adapt and implement a school-based program previously tested with the general population of Sri Lankan students. Qualitative analysis of student products (e.g. ecomaps, stories, text) was used to determine whether the program provided a context to address both tsunami-specific stressors and non-tsunami (but developmentally and contextually relevant) stressors for students in grades 5, 7, and 9. Findings indicated that program activities differentially elicited identification and discussion of stressors related to tsunami experiences and to "normal" culturally-relevant developmental challenges. The feasibility of combining a recovery focus with universal school-based mental health programming thus holds promise for extending crisis intervention and disaster response models to include long-term psychosocial recovery and for the role of school-based mental health professionals in these efforts. (Contains 2 tables.)