Despite the convergence of approaches to mental health in schools, criticisms have been levelled about the triviality of mindfulness and the reluctance of teachers to encourage more personal expression in the classroom, relying instead on a mixture of ancient practices and modern cognitive behavioural therapy. Furthermore, there are still real problems with self-harming, and the COVID-19 pandemic has placed huge strains on mental health services for the young. It would suggest the language of mental health education is inadequate for the needs of the young as it fails to provide them with the means to voice their experiences. The discussion first turns to Biesta's idea of 'soul' and how our contemporary usages capture something of the integrity of mind and body that is absent in speaking in terms of 'mental' and 'physical' health. Furthermore, 'soul' functions as a means of expressing what matters to us. This directs us towards the need in mental health education to express our experience of the world and our being within it as well as acquiring 'the tools' we need to manage our mental health. What, therefore, matters to us is our life with words and having an authoritative voice in our experience. For this reason, I turn to the work of Stanley Cavell as the philosopher for whom such concerns were central. Applying these insights to mental health education, I will argue that opportunities for more personal expression of the experience of mental health need to be created rather than avoided.