Bipolar disorder has been one of the more hotly contested revisions for the new "Diagnostic and Statistical Manual of Mental Disorders" ("DSM-5"; American Psychiatric Association [APA], 2013). At the heart of the "DSM-5" debate has been the fundamental question, "Is the diagnosis of bipolar disorder developmentally appropriate?" The diagnosis of bipolar and related disorders has increased substantially in school-age children over the last decade. While little research regarding youth with bipolar disorder in the schools exists, it is anticipated that school psychologists will work with these youth through construction of appropriate Individualized Education Programs (IEPs) and provision of psychological services. Additionally, school psychologists may be the first mental health professionals to recognize the red flags of the disorder; accurate knowledge of the diagnoses will allow for effective communication with parents and professionals to aid in assessment and treatment planning. While a "DSM" diagnosis does not, by default, result in eligibility for special education services, a diagnosis may direct attention and be taken into consideration in the assessment and development of an IEP (if needed). Furthermore, child-find mandates that all children with disabilities are identified, located, and evaluated (U.S. Department of Education, 2006). This article discusses changes to the "DSM-5" diagnostic criteria, possible consequences, and implications for school psychology.