School nurses are often one of the first healthcare providers to interface with newly arrived immigrant and refugee children, i.e., "newly arrived children" (Johnson et al., 2017; McGuire, 2014; McNeely et al., 2017). School-based services are readily accessible to most families, offering a hub for assessment, brief intervention, and referral to community-based services (Johnson et al., 2017). Grounded in ecological systems theory, the "Four Core Stressors Framework" proposes that four stressors impact newly arrived children post-migration to the United States: trauma, acculturative stress, resettlement stress, and social isolation (Boston Children; Hospital Trauma & Community Resilience Center BCH TCRC, 2021; Davis et al., 2021; Ellis et al., 2020). The Four Core Stressors Framework is the foundation of the "Refugee and Immigrant Core Stressors Toolkit" (RICST), an evidence-informed web-based screening tool for assessing the strengths and needs of newly arrived children and families. The purpose of this paper is to (1) introduce the Four Core Stressors Framework to guide school nurses who work with newly arrived children; and (2) describe the application of the RICST to school-based nurses. Throughout this article, the authors demonstrate the utility of the RICST for service planning and treatment using the case study of "Jasiel," a newly arrived child from Honduras.