Ringeisen, Henderson, and Hoagwood have provided an important discussion of the significance of school context to children's mental health, particularly in relation to empirically supported interventions. They have outlined the influence of context on treatment integrity, and have emphasized appropriately the significant gap between research-supported interventions and practice. Finally, they have proposed a useful heuristic for conceptualizing context and practice from the individual to the organizational to the policy level. Their conclusion is that school context is a critical mediator in both research and practice, one that must be addressed to ensure successful children's mental health services. In this article, the author examines some implications for school psychology practice of moving to a contextual perspective in children's mental health services, as outlined by Ringesein et al.