Children from military families comprise nearly 4% of the entire school-age population of the United States. Of those children, approximately 90% attend public schools serving both military and nonmilitary student populations (Ruff and Keim, 2014). Previous literature established some understanding regarding this population's emotional and academic challenges (i.e., Berg, 2008; Esqueda, Astor, and De Pedro 2012; Ruff et al., 2014; and Cole, 2016). However, there is limited empirical scholarship examining how to address the unique social-emotional needs of students from military families. Through an examination of ethical, servant, and democratic leadership approaches and invitational education theory, the purpose of this practice-based study was twofold: (1) to gain a comprehensive understanding of the social-emotional needs of children from military families attending public school systems that serve students from both military and nonmilitary families, and; (2) to discuss ways that educators could effectively respond to these unique social-emotional challenges by establishing an intentionally inviting school environment emphasizing the individual's opportunity for optimal growth. Overall, regardless if students were from military or nonmilitary families, educators within the participating public schools should be encouraged to nurture the various needs of "all" students), recognize their human potential, and optimally enhance the students' development.