Depression is among the most common mental disorders in the United States. Its diagnosis is often related to impairment of functioning across several domains, including how an individual thinks, feels, and participates in daily activities. Although depression has a relatively high prevalence among adults, the rate is alarmingly higher among children, and particularly among adolescents (National Institute of Mental Health [NIMH], 2015). The school setting provides a unique opportunity to address the prevention and management of depression among youth. Providing support to students who may be suffering from symptoms of depression, experiencing suicidal ideation, or exhibiting behaviors that may indicate the presence of depression is an essential step to help prevent negative outcomes for children, both academically and emotionally. School psychologists are being increasingly encouraged to engage in prevention of educational and emotional problems, in addition to the art of triage and repair (Herman, Merrell, Reinke, & Tucker, 2004). Understanding depressive disorders criteria in the "Diagnostic and Statistical Manual of Mental Disorders-5th edition" (DSM-5; American Psychiatric Association [APA], 2013a) can help school psychologists and other school-based practitioners embrace all opportunities to identify and address depression early. This article explains changes in the DSM-5 for diagnosing and specifying various depressive disorders, possible consequences of the changes, and implications for school psychology.