Promoting Mental Health Literacy Through Multi-Tiered Systems of Support.

BACKGROUND: Schools are increasingly recognized as critical settings for promoting student mental health and well-being, yet many lack the systemic structures to build comprehensive and sustainable support. CONTRIBUTIONS TO THEORY: This manuscript contributes to the field of school mental health by proposing the integration of mental health literacy (MHL) within a multi-tiered systems of support (MTSS) as a framework for promoting student well-being. While MHL is often delivered as a stand-alone lesson or supplemental program, such approaches limit scalability and sustainability. Embedding MHL into MTSS positions it as both a preventative and instructional priority, ensuring that mental health promotion becomes part of the everyday fabric of schooling. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Future research should examine how integrating MHL into MTSS can be operationalized across diverse school contexts and evaluated for long-term impact. Linking this work to practice is essential to ensure equitable opportunities for all students to build the knowledge, skills, and attitudes necessary for mental well-being. CONCLUSIONS: Embedding MHL across all tiers of MTSS enables schools to move beyond fragmented interventions toward a cohesive approach that advances both educational and public health goals. This integration supports the creation of school environments that consistently foster mental health knowledge, reduce stigma, and promote well-being for all students.