With the increase in immigration to the United States, there is a great need for psychological services that are "culturally sensitive and responsive to the needs of immigrant students" by school psychologists (National Association of School Psychologists, 2015). A report by Child Trends (Murphey, 2016) indicated that more than 127,000 immigrant children (i.e., refugees, asylum seekers, or those without legal status) are estimated to have arrived in the United States in 2016. Despite the varying circumstances preceding their arrival in the United States, these children experience trauma caused by one or more factors. These include but are not limited to separation from parents; housing instability; prejudice and discrimination due to color, religion, or language; interrupted schooling; and poor physical and mental health. Murphey (2016) also hypothesized that the trauma can potentially lead to toxic stress, a type of stress caused by "strong, frequent, and/or prolonged adversity" without adult support, and which disrupts the development of brain architecture and function, while increasing the risk for poor physical health, limited social-emotional skills, and cognitive impairment (National Scientific Council on the Developing Child, 2012). This article addresses the issue of toxic stress, which can be experienced by all immigrant children; however, the focus of this article will be on the way in which Latino students are affected.