This paper discusses the use of empirically-supported mental health interventions to support vulnerable students in schools. It gives an overview of the empirically-supported intervention (ESI) approach and its goodness of fit with schools. Factors that influence whether schools adopt an ESI approach, such as national education reform policies and the availability of resources are explored. Two ESI’s that have been shown to improve the lives of vulnerable youth are presented within a school social work case example. The paper concludes with implications and suggestions for future research, including efforts to educate school staff on the importance of adopting an ESI approach, where to locate ESI’s, and further research on the cost-effectiveness of ESI’s.