Social justice is not only included in the practice standards of the National Association of School Psychologists (NASP, 2010), it is also an emerging topic within the education, psychology, and school psychology literatures. Social justice is defined as the need for all people to be treated equally, with fairness and respect, where all receive the goods and services to which they are entitled (North, 2006). As school psychologists are among the main providers of mental health services in schools, they have the potential to translate the above social justice definition into practice by advocating for equitable social and emotional supports for all students. In addition to recent research and professional standards of practice focusing on social-emotional supports, attention has been brought to mental health competence in schools at the international, federal, and state levels. Research suggests that many other nations are implementing social-emotional learning (SEL) in educational institutions to foster social development. While much research supports the positive effects of SEL programming for students, recent surveys of NASP members currently practicing in Pre-K through 12th grade settings found that school psychologists were not well informed about evidence-based SEL programs (McKevitt, 2012). Thus documentation of the positive effects of SEL programming is not translating into practitioner knowledge of types and uses of SEL programs, nor into implementation. By looking at the schools' needs through a social justice framework, new and important considerations may arise. Some considerations are presented in this article, particularly in the area of advocacy for socially just SEL curricula and integrating SEL curricula in a socially just manner.