Studies describing the mental health of children, adolescents, and young adults demonstrate the importance of considering both psychopathology and subjective well-being, consistent with a dual-factor model of mental health (Suldo & Shaffer, 2008; Suldo, Thalji-Raitano, Kiefer, & Ferron, 2016). Students with a “complete mental health” status—defined by few symptoms of psychopathology (internalizing or externalizing problems) coupled with elevated levels of subjective well-being (life satisfaction and frequent positive affect)—have the best academic, social, identity development, and physical health outcomes. Multi-tiered frameworks for providing prevention and early intervention mental health services are grounded in the premise that well-positioned supports address the targets that ultimately relate to subjective well-being and psychopathology. This presentation will (a) summarize these empirically identified targets of youth subjective well-being, including protective and resilience factors within students (e.g., gratitude, hope and optimism, self-efficacy) and their environments (e.g., relationships with parents, peers, and teachers; school climate), (b) describe systematic ways to monitor students’ subjective well-being in line with data-based decision-making (Wingate, Suldo, & Peterson, 2018), and (c) situate universal and selective supports intended to increase subjective well-being within a multi-tiered framework of mental health services that has historically emphasized assessment and treatment of psychopathology (Suldo, 2016).