Even though mental health has continued to move to the forefront of the public attention, there continues to be a resistance in recognition of a mental health concern, and treatment for certain mental health conditions or disorders by the majority of adolescents and youth that are not seeking treatment. The purpose of this qualitative multiple case study was to analyze the perspectives and experiences of teachers, social workers, counselors, and administrators, when working with the home environment and the perceived experiences of parents of elementary aged students with mental health conditions. Screening of respondents from across the United States resulted in twelve participants within three case groupings with a large concentration in the midwestern states. Interviews conducted through Zoom and in person elicited individual interpretations and experiences surrounding academically achieving students demonstrating mental health concerns. Mental health conditions at the elementary school level are difficult to clearly identify in that there are developmental milestones that are occurring, raising the question of whether behaviors are a result of stressors or the lack of maturation at a given point in time. For this reason, this study illustrates the importance of taking into consideration the observations and experiences of certified staff and administration who are trained in child development when working with the families of elementary aged students potentially displaying characteristics of mental health condition or concern. The theoretical frameworks of ethics of care in schools and stigma theory were used to derive meaning from the participants' experiences and formulate common themes. Results show students began to develop awareness of mental health indicators such as stress, anxiety, and the effects it has on their emotional state due to increased academic, social, and athletic pressures, in or about the fourth and fifth grades. While this study did not include the direct experiences of the elementary students themselves, participants relayed their own experiences consistent with academically achieving students that privately struggled with mental health conditions as young students and beyond the elementary years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]