Current approaches to mental health in school tend to overemphasize individually prescribed treatment to the detriment of prevention programs. Moreover, they are implemented as another fragmented set of interventions, and this contributes to the continuing marginalization of student and learning supports. Finally, when the focus is on individuals' problems, mental health interventions contribute to the widespread undervaluing of the human and social capital represented by students, their families, and a wide spectrum of other resources in the community. As this issue of "Contemporary School Psychology" indicates, student support personnel think about mental health in schools as having the potential to play a significant role in school improvement efforts. To do so, however, involves doing much more than expanding the range of mental health approaches. The bottom line is that it is time to adopt a comprehensive concept as the umbrella under which those who push for expanding the focus on mental (and physical) health must embed themselves. All this has revolutionary implications for professional preparation of all student support personnel. In the next decade, although some current roles and functions will continue, many will disappear, and others will emerge. Opportunities will arise for student support staff not only to provide direct assistance, but to play increasing roles as advocates, catalysts, brokers, and facilitators of reform and to provide an increase variety of consultation and inservice training. (Contains 4 exhibits.)