ABSTRACT This micro-level study investigated interprofessional collaboration between social workers, psychologists, and teachers who work together to support young people in secondary schools. Drawing on focus group data obtained from 42 key wellbeing staff across four Catholic secondary schools in Melbourne, Victoria, Australia, the results indicate that interprofessional collaboration between social workers, psychologists, and teachers strengthens student wellbeing policies, programs, and processes, and has the potential to provide holistic and focused attention on student wellbeing. However, the study also found that there is a tendency for social workers and psychologists to engage in intensive interventions at the expense of targeted and universal interventions. Effective interprofessional collaboration can expand the knowledge, resources, and support available to students, in turn supporting students’ health and wellbeing. The findings contribute to how school-based social workers and psychologists can use their expert skills and knowledge to support student wellbeing policies and programs. IMPLICATIONS School-based social workers and psychologists are well equipped to utilise their expert skills in interprofessional collaboration with teachers to support student wellbeing in secondary schools. School-based interprofessional collaboration is effective when located within school structures that are clear about roles and lines of referral, and when wellbeing staff are committed to interprofessional collaboration and partnerships.