School environments provide an opportunity to address health-related topics and ensure students graduate prepared to manage health needs, including populations at risk for poor physical health or low health literacy, such as those with disabilities. Presently, little is known about the physical health status, health literacy, or approaches to address these topics in school environments for youth with high-incidence disabilities. The purpose of this study was to conduct a comprehensive review of the literature from 1994-2014 to understand the physical health status and health literacy of youth with Learning Disabilities (LD) and Emotional Disturbance (ED) as well as identify approaches to address these topics in school environments. A two-phase systematic process was used to examine the literature in each respective topic. This included identifying search parameters, an electronic database search, ancestor search, and coding of relevant articles. The initial search yielded 130 articles. After coding, 11 articles remained. Eight focused on physical health status, two on health literacy, and one on interventions related to health literacy. Although study results are tentative, youth with LD and ED are likely at risk for poor health outcomes and low health literacy. A need exists to develop school-based approaches that will contribute towards improving these outcomes.