The purpose of the present study was to investigate the preliminary structural, convergent, and incremental classification validity of responses to the Subjective Academic Problems Scale (SAPS), which is a seven-item self-report behavior rating scale intended for use as a triaging tool within secondary-level school mental health screening contexts. Findings from psychometric analyses carried out with Sample 1 (N = 177) indicated that responses to the SAPS were characterized by a unidimensional measurement model and that scores derived from the scale had convergent validity with scores from several other self-reported measures of student wellbeing and mental health problems. Results from analyses conducted with Sample 2 (N = 219) confirmed the unidimensionality of responses to the SAPS measurement model and demonstrated that SAPS scores had incremental validity, when used in conjunction with scores from a self-report internalizing problems screener, for identifying students with greater levels of mental health risk. Implications for future research and practice are discussed.