Forcibly displaced youth (FDY) are young people who have resettled in the United States as refugees, asylees, or asylum seekers. FDY access schools almost immediately upon their arrival, which creates an opportunity to address social-emotional needs while providing instruction in the English language and academic content (Fazel et al., 2016; Tyrer & Fazel, 2014). Despite their resiliency, the growing population of forcibly displaced youth in U.S. schools experience high rates of psychological disorders, can lack a sense of school belonging, and may have difficulty connecting with peers. As such, schools may be the institutions with the most potential to influence FDY outcomes (Kia-Keating & Ellis, 2007). School-based social-emotional interventions have demonstrated positive effects on well-being by reducing negative mental health symptoms and increasing resilience and sense of belonging for FDY (Sullivan & Simonson, 2016). This article examines how school psychologists can support positive psychosocial outcomes for these youth through consultation and intervention within a Multi-Tiered System of Supports (MTSS) framework.