Educational policies require the use of data and progress monitoring frameworks to guide instruction and intervention in schools. As a result, different problem-solving models such as multitiered systems of supports (MTSS) have emerged that use these frameworks to improve student outcomes. However, problem-focused models emphasize negative behaviors and protracted interventions implemented only after students show a pattern of failure or resistance to intervention. Positive Youth Development (PYD) is a nascent proactive developmental systems model that is aligned with MTSS yet was developed in contrast to problem-focused approaches. Research suggests that physical health is an important PYD variable associated with positive school outcomes. In this article, authors systematically review and integrate specific literature demonstrating how nutrition, under the rubric of physical health, is a developmental asset that advances PYD and positive student outcomes. In addition, they highlight interdisciplinary measures available to school mental health professionals that advance good nutritional practices, PYD, and positive student outcomes.