In the southwestern United States, there is a group of children who are referred to as "borderland children" who experience additional challenges that place them at higher risk of developing mental health and other related problems. For the purpose of this article, borderland children are defined as children who reside in towns and cities that are near the border between the United States and Mexico and who have varying legal and immigration statuses. Some of the challenges faced by borderland children include historical trauma, poverty, language barriers, acculturation, marginalization, and oppression. From a social perspective, factors contributing to these disparities include the stigma of receiving mental health services, professionals lacking cultural and linguistic competencies, and a disconnect between children, families, and schools. Within this context, this article discusses (1) school psychology, social justice, and mental health; (2) translating concepts to practice; (3) promoting mental health and social justice; and (4) recommendations for school psychologists involved in advocacy and activism.