Mental health disorders are prevalent among children and are associated with deleterious outcomes. Yet many children experiencing mental health distress remain unidentified and do not receive treatment. Because of their frequent contact with children, schools have been identified as primary actors in identifying children with mental health disorders and referring them for treatment. However, research indicates that many teachers lack confidence in their ability to identify and assist children experiencing mental health symptoms. Because whole-school interventions have been found most effective, the current survey begins to fill an important literature gap by including classified employees, in addition to certified staff, to assess self-efficacy beliefs among school staff regarding their ability to assist children experiencing mental health distress. Results reveal that both certified and classified school staff generally believe that they have not received sufficient children's mental health training and that many feel inadequately prepared to appropriately intervene. Of concern is the finding that certified staff expressed more confidence than classified staff in their ability to recognize children experiencing mental health symptoms. Implications for school social work practice to enhance mental health literacy among school staff are highlighted and directions for future research are discussed.