Abstract
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.