All four authors of this article are active in the movement toward more comprehensive school mental health (SMH) services involving community mental health staff joining school employees to increase the depth and quality of programs and services within the multitiered system of support (MTSS; Garbacz, 2019; Mellin & Weist, 2011; Weist, Lever, Bradshaw, & Owens, 2014). They represent disciplines of clinical psychology (MW), school counseling (EM), school psychology (AG), and social work (DAB), and they each have had concerns about problematic language that is used in SMH and in the broader field of mental health services for children and adults. The pervasive use of negative labels and pejorative language in child, adolescent, and school mental health systems increases stigma and reduces utilization of services that may help promote mental well-being. The authors argue that the SMH field must lead efforts to reduce the use and negative impact of language that stigmatizes students.