Depression is an essential component in any consideration of emotional/behavioural difficulties in the schools. Depression can occur as a disorder or as a clinically significant array of depressive symptoms, both of which should be of concern to school personnel. The present paper reviews literature concerning the identification, prevalence, and pattern of depression in the schools. Important distinctions regarding differences as a function of pubertal status and gender are noted. The co-occurrence of school difficulties in the areas of affective, physical, social, behavioural, and academic areas which may result in under- or mis-identification of student depression are highlighted. The particular comorbidity of depression and externalizing disorders such as conduct and oppositional disorders, as well as ADHD are critically examined. Based on current childhood depression literature, a framework for understanding the externalizing and internalizing comorbid difficulties is presented. Specific school implications of the framework are explored. (Contains 1 figure.)