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Purpose -Efforts to create a scientific base for the health-promoting school approach have so far not articulated a clear "Science of Delivery". There is thus a need for systematic identification of clearly operationalised implementation components. To address a next step in the refinement of the health-promoting schools' work, this paper sets out to delineate implementation components of health-promoting schools and to identify their mechanisms. Design/methodology/approach -The implementation components were identified through a narrative synthesis of documents describing implementation of health-promoting school approaches. Studies were included if they were published between 1995 and June 2010 and could be identified in publicly accessible peer-reviewed articles and grey literature, published in English. Eight sources were extracted, representing reports from all continents with the exception of Africa. Findings -Eight components were identified: preparing and planning for school development; policy and institutional anchoring; professional development and learning; leadership and management practices; relational and organisational support context; student participation; partnerships and networking; and sustainability. Practical implications -The components provide a practical tool/guide for schools to use in the implementation of health-promoting schools. In a parallel paper theoretically and empirically based practice guidelines for the actual implementation of the components are articulated ("Filling the black box of implementation for health-promoting schools", this issue). Originality/value -The identification of specified theory-driven implementation components for health-promoting schools aims will help practitioners to understand the function of each component, so they can execute them with fidelity and thus contribute to rigorous implementation of the health-promoting school initiative.

Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.

Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.