Efforts to promote mental health in schools have encountered a variety of systemic problems. Of particular concern is that planning and implementing programs and services often occurs in an unsystematic and ad hoc fashion resulting in fragmented and piecemeal activities and an inefficient use of limited resources. Even more fundamental is the degree to which schools marginalize all efforts to address barriers to student learning. With a view to enhancing understanding and resolution of these problems, this paper explores the policy deficiencies that perpetuate the status quo and presents a framework for moving forward.