Education policy in the United States has taken a turn in a new direction, and anyone with a stake in public education should celebrate this. Policymakers increasingly recognize that stresses related to student poverty—hunger, chronic illness, and, in too many cases, trauma—are the key barriers to teaching and learning. And calls for tending not only to the academic but also the social, emotional, and physical needs of children are gaining ground across the country. Indeed, the inclusion of the whole-child perspective in the Every Student Succeeds Act shows that this mindset has moved from the margins to the mainstream.