Statistics on K-12 students with mental health challenges almost guarantee that teachers will encounter these students in their classrooms. Educators will be more prepared and successful if they have feasible strategies to promote student well-being and avoid exacerbating existing problems. This article presents research-based classroom practices that promote social-emotional well-being in classroom settings, particularly for students with internalizing difficulties. Practices are derived from research and literature on internalizing disorders, trauma, resilience, and social-emotional learning. Practices focus on the interrelated, interdependent components of effective classroom environments, positive relationships, and skill building. Procedures for teaching coping skills aligned with academic instruction and an example lesson plan are provided.