The COVID-19 pandemic has underscored that schools must play a greater role in addressing mental health concerns. In reaction, some policy makers are rushing to increase mental health staff in schools. A stated goal is to have a mental health professional in all schools. Given the long-standing short-fall in every category of student/learning support staff at schools, such a goal is being widely lauded. In the long-run, however, this one faceted approach is a marginal way for addressing the complex array of problems students and their schools are experiencing in the wake of COVID-19. This report highlights the need for schools to rethink their current approaches to addressing emotional, behavioral, and learning problems. We outline how to evolve the current emphasis on a multi-tiered system of supports (MTSS) into a unified, comprehensive, and equitable system of school/community supports. And we offer some first steps for moving ahead.