The COVID-19 pandemic has significantly impacted children's mental health, with an increase in referrals for children with behavioral concerns and aggression, depressive symptoms, and school refusal. This influx has made it challenging for teachers to return to the classroom and is placing additional strain on a healthcare system that is already operating at capacity. There is an increasing unmet demand for mental and behavioral health services for children and adolescents, such as for self-injurious behaviors and suicide. Districts and county offices are collaborating with outside organizations to address the growing behavioral and mental health issues in K-12 schools. Several legislative initiatives, such as Assembly Bill 114, have been enacted in response to rising concerns about students' mental and behavioral health. To improve services for children and families, inter-agency collaboration is essential, which includes partnerships with community and public health agencies. To meet the expanding needs of students, support systems involving inter-agency collaboration must find efficient and effective means of coordinating efforts with a variety of professionals. This study analyzed the current issue at hand while breaking down information from an inter-agency and school system perspective, discusses the multidisciplinary levels of support, beneficial services by specialized service providers, identified school barriers, legislative support, different consultation/collaborative models, and conclusion remarks with recommendations to help address the issue. [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.]