School psychologists and researchers trained in school mental health, are worried about undergraduate and graduate students. Even pre-COVID-19, college mental health issues had already risen to crisis levels (Becker, 2020); reports early in the pandemic only further demonstrated elevated levels of stress, anxiety, depression, and a need to strengthen counseling and mental health services across higher education (June, 2020). Reports of substantial challenges to mental wellness on college campuses, including increased suicidal thoughts and behaviors, have populated media. Administrators have worked to bolster mental health services, addressing what has been called a breaking point (Bellows, 2021). Strategies include reducing the strain on existing employees by hiring additional staff, implementing procedures to decrease wait times for student access to services, or offering technology-based interventions. Such strategies are certainly welcome and may offer a great step forward, yet what seems to be missing from these conversations is a systems approach to supporting mental health and wellness--an approach in which people, their work, the structure of the institution, and its culture all fit together well. A systems approach can facilitate congruence across all of these dimensions (Nadler & Tushman, 1980). There needs to be congruence to stack the deck in favor of intended outcomes. Without it, strategies will be put into place that are inadequate or unsustainable.