This article serves as a continuation of the first article that was featured in the October 2014 issue of the National Association of School Psychologists (NASP) "Communiqué." There are three primary purposes to this two-part series. The first purpose is to increase awareness of special education law focused on the least restrictive environment and amendments that have been made to address and prevent further disproportionate representation of ethnic minority groups in special education and disciplinary action. The second purpose is to discuss the negative effects of current school policies and practices on students from ethnic minority groups and those with disabilities. These two purposes were addressed in the first article of this series, "Examining Disproportionate Representation in Special Education and Disciplinary Practices and the School-to-Prison Pipeline." The third purpose will be addressed in this article. The third purpose is to provide school mental health professionals with school policies, practices, and evidence-based strategies that may help to address the school-to-prison pipeline and the disproportionate representation of ethnic minorities in special education and disciplinary action. While outlining these strategies, the authors discuss how federal legislation and the scope of school mental health services can be expanded to improve current school policies and also incorporate evidence-based practices to meet the needs of a diverse student population. [For Part I, see EJ1191087.]