Over the past few decades, the reciprocal and interactive nature of student health and academic outcomes has been well established. A multitude of research has demonstrated how both common student health issues (e.g., asthma, poor vision) and poor health-related behaviors (e.g., lack of physical activity, poor nutrition) can severely inhibit student academic success. For example, youth with health-related problems have lower educational: (1) achievement; (2) attendance; (3) connectedness; and (4) engagement. Alternatively, research demonstrates that when students' health needs are met, they attain higher academic achievement. Despite acknowledgement of these reciprocal influences between health and learning, education reform has continued to narrowly focus on academic achievement without adequately addressing underlying student health issues, representing a missed opportunity for public health and education efforts. This article describes the Whole School, Whole Community, Whole Child model addressing the health and learning needs of all students, and encourages school psychologists to seize the opportunity to lead efforts in its implementation.