This article describes a journey the author has undertaken that has revealed a detrimental omission in the way school psychologists train and practice. The good news according to her, is that steps can be taken to remediate the omission and a whole new generation of school psychologists can learn how to protect themselves against burnout and, more fundamentally, care for themselves in proactive, healthy ways. Self-care is an ethical imperative of the utmost importance. For the purpose of this article, this claim is supported from three perspectives: (1) ethical codes; (2) burnout literature; and (3) neuroscientific research on the development of the prefrontal cortex; followed by a brief description of global self-care intervention.