Schools are increasingly implementing policies not only to educate children, but to deliver programs that meet the non-academic needs of students including health and mental health conditions, low levels of social competence, and prevention of risky behaviors. This chapter reviews the empirical evidence on programmatic efforts to meet an array of non-academic needs in school settings. Evidence reveals, for example, usually limited effects in programs for the prevention of risky behaviors The most successful programs are those delivered by well trained staff using cognitive-behavioral techniques in schools with high levels of academic achievement and strong administrative leadership. As a general policy orientation, the chapter suggests that rather than expanding supplementary programs, resources might be better invested in promoting schools with student-centered high-quality instruction and administrative leadership, which are the necessary and often sufficient conditions for meeting the non-academic needs of many students.