Mental health has traditionally been explained via medical knowledge, positioning biological pathology and pharmacological treatments as key in addressing psychiatric and psychological ailments. This article introduces the prospect of ecologics as a guide for communities committed to responding to mental health concerns in respectful and ethical ways. Significant features concerning ecologics are explained across three sections. The first proposes a revised take on ecological systems premised on constructivism arguing that student-centred approaches contribute to the continuation of predominantly individually focussed efforts within contemporary education settings. The second section draws from critical disability studies, critical psychology, and indigenous knowledges to engage with difference differently challenging the presence of ableism in contemporary society. The final section recaps five prospective conditions necessary for the application of ecologics: (i) explicating orientation, (ii) accepting not-knowing, (iii) working transparadigmatically, (iv) affirming relationality and (v) respecting unfinalisability. Ecologics offer schools unorthodox means for going on together.