There continues to be a problem with schools being able to effectively address the increase in student mental health issues and school shootings. America's educational system is under attack because some students decided to enter schools armed and prepared to inflict harm by killing students and staff members instead of learning. A need for this study was due to the literature gap related to principals' experiences and strategies for supporting student mental health interventions. The rationale for this study was to understand why secondary principals' must be trained to address the increase in student mental health issues and become influential school leaders. The purpose of this basic qualitative study was to explore and describe the secondary principals' experiences and strategies for supporting student mental health interventions in their schools. The following research questions were answered in this study: how do secondary principals describe their experiences supporting mental health interventions in their schools, and how do secondary principals describe their strategies for supporting student mental health interventions in their schools? The context of this dissertation was founded on the constructivist theory, which sought to examine a phenomenon from experiences and prior knowledge. This research topic is significant to educational leadership because school principals have seen more students with mental health issues. The sample consisted of a larger population of secondary principals with experience dealing with at-risk students with mental health needs. They were all certified as school principals. This sample was obtained using purposive nonprobability sampling. Secondary principals from at-risk Title 1 school districts were recruited for this study. Four themes emerged from the data analysis: (a) Job Expectations/Frustrations, (b) Student Academic Success, (c) Supporting Student Mental Health, and (d) Funding Issues. The findings of this study indicated that school districts, principals, and principal programs need to provide training on student mental health issues and interventions. Results also revealed that more mental health personnel are needed in schools. Numerous implications in this study indicated that student mental health interventions were crucial to principal effectiveness. Principal experiences could be used to change how student mental health interventions are perceived. It could also help principals at all levels learn how to support student mental health interventions in their schools. Further research needs to include principal perspectives on the following: student mental health issues and how they affect their schools, student mental health issues training, student mental health interventions training, student mental health training for staff, and additional community resources to include mental health personnel. [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.]