Students with developmental disabilities have many challenges with learning and adaptive behaviour, as well as a higher prevalence rate of mental health problems. Although there is a substantial body of evidence for effcacious interventions for enhancing resilience and promoting mental health in typically developing children, very few programs have been modifed for use with students with developmental disabilities. In this article we present two interventions (Aussie Optimism and the Resourceful Adolescent Program) that have been rigorously tested with typically developing students and subsequently adapted and evaluated for their effectiveness for students with developmental disabilities. The article highlights the critical importance of using interventions with a robust evidence base, and the important role for school psychologists and counsellors in program selection, implementation, and evaluation.