Children considered "at-risk" for school failure and other adverse life outcomes have received increasing attention in multiple countries across the world. The research literature is replete with studies that emphasize specific detrimental factors that may make a child's life more difficult upon entering adulthood. The traditional, negative perspective of first identifying deficits and pathology before offering aid contrasts sharply with resiliency research and the emerging positive youth development (PYD) model. The developmental assets framework is under the rubric of PYD and offers a strength-based approach to child development, prevention and intervention. This article reviews and integrates data which demonstrate how asset-building is beneficial to students considered at-risk. School psychologists are well-positioned to collaborate with teachers and other educators to play vital roles in implementing this proactive PYD model to help all students.