There is some evidence that Australian youth are increasingly facing mental health challenges, with the rate of psychological distress experienced by youth rising from 18.6% in 2012 to 26.6% in 2020 (Australian Institute of Health and Welfare [AIHW], 2021; Brennan et al., 2021). However, despite young people’s need for support, there are barriers to them accessing the appropriate supports. These include a lack of awareness of mental health issues or how to seek help, as well as negative attitudes towards mental illness (Marinucci, Grové, & Rozendorn, 2022; Radez, 2020; Radez, 2021; Teng, Crabb, Winefield, & Venning, 2017). There is evidence to suggest young people are less likely to seek help than adults (Rickwood, Deane, & Wilson, 2007), and that willingness to seek help decreases during the adolescent years (Warren & Daraganova, 2017). Therefore, there is increasing emphasis on the need for preventative and proactive approaches such as school-based mental health literacy interventions (Jorm, 2020). Mental health literacy is the understanding of mental health, including knowing how to maintain good mental health and address poor mental health (Bale, Grové, & Costello, 2020; Jorm, 2020; Kutcher et al., 2016) (see Figure 1). This short article discusses how practitioners can incorporate mental health literacy interventions into the school environment.