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Over the last 10–15 years, there has been significant momentum in the development and implementation of school mental health (SMH) programs, both nationally and internationally (e.g., Kumar et al., 2009; Weist, Lindsey, Moore, & Slade, 2006; Wells et al., 2011). The impetus has been based largely on the prevalence of mental health ailments among children and adolescents coupled with the opportunity to treat them in a context where they spend the majority of the day. When done well, SMH programs are embedded within existing educational systems to provide a continuum of care for students with a range of mental health conditions, educational needs, and disabilities; and SMH professionals must be proficient in working within these systems (Kutash & Duchnowski, 2011; Mellin & Weist, 2011). For instance, the federal Individuals with Disabilities Education Act (IDEA, 2006) governs how school …