This paper addresses the question of mental health, in particular the manner in which it finds its way into education. Increased attention to mental health in education should be welcomed, but often the focus is on 'problem-solving', which in turn confines the 'solution' within the spectrum of preventive and corrective intervention. Often it is the term 'mental health' itself that leads us to think of it, by analogy to physical health, as a kind of goal to be achieved, a recovery and recuperation--that is, something to be effectively aided and fixed. But I suggest that if there is any way that education can attend to children's mental health, it is rather by holding itself back from problem-solving. Then, other than considering the 'problem' as an object of inquiry or introspection, attention can be turned towards the contextuality of human experience and what I shall call its fundamentally wounded condition. Hence, a shifting in the conception of the problem. I take the film "Shoplifters" as a starting point--that is, as a site where we can attend to the particularities of reality and the specificities of experience. Towards the end, it will become clearer how film can direct us to an alternative way to attend to mental health in education.