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Children with mental health disorders are at elevated risk of deleterious academic outcomes. The school, acting as a bridge between home and community, is a key site for identification and intervention with children experiencing mental health distress. Yet survey research has indicated that many teachers and other school staff have limited knowledge of children's mental health and are unprepared to support students in distress. Grounded in collaboration theory, the current study extends previous research by conducting focus groups with both school staff and community mental health center professionals to deepen understanding of how school employees’ knowledge of children's mental health influences their ability to recognize and collaboratively support students in distress. Results revealed that many school staff experience challenges in supporting students because of their limited mental health …