This dissertation investigates the relationship between stigma, knowledge, and help-seeking attitudes among high school students in two New York City Jewish day schools: a Modern Orthodox all-boys high school and a Sephardic Orthodox Jewish all-girls high school. The primary focus is on understanding how these factors: stigma about mental illness and knowledge about mental health, predict student attitudes about seeking help for mental health issues. Utilizing a quantitative survey methodology, the study gathered data from approximately 150 students, with more participants from the boys' school than the girls' school. The survey assessed levels of mental health knowledge, perceived stigma associated with mental health issues, and attitudes toward seeking help. The results indicate an inverse relationship between perceived stigma and help-seeking attitudes, with higher levels of stigma correlating with lower propensities to seek help. Conversely, increased knowledge about mental health issues was positively associated with more favorable help-seeking attitudes. The discussion section elaborates on these findings, exploring the implications of the observed relationships. It also addresses the limitations of the study, including the potential for self-report biases and the restricted generalizability due to the specific demographic and religious context of the sample. Future research directions are suggested, emphasizing the need for longitudinal studies and interventions tailored to the unique cultural contexts of these populations. Policy and practice implications are provided, particularly for educators and mental health practitioners working within Orthodox Jewish communities. There is a critical need for targeted educational initiatives to reduce stigma and enhance mental health literacy, thereby fostering a more supportive environment for help-seeking behaviors. Ideally, schools should integrate mental health education into their curricula and provide accessible resources that align with the cultural and religious values of their students. By addressing stigma and improving mental health knowledge, it is possible to create environments that support the mental well-being and academic success of these students. [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.]