This marketised higher education environment in the UK has had dire consequences for academics at all levels. Literature suggests that academics are busier and working faster than ever. There is evidence of an undermining of academic professionalism, academic freedom and increased job insecurity in the sector. It is not possible for academics to position themselves outside of the performance culture and still be viewed as a valued team member. Within this paper, our concerns relate specifically to the impact of this culture of performativity on the wellbeing of staff who work in UK higher education institutions.

Findings contribute to evidence-based, preventative models for the early adolescent population and support the social validity of Pyramid Club.

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Schools exist in almost all communities and are uniquely placed to support health outcomes due to their wide reach and the extended time children spend there. They can provide an "enabling environment" where individuals experience a sense of belonging and collectively contribute to the growth and wellbeing of others (Royal College of Psychiatrists, 2013, p.3).The notion of the "nurturing school" (Lucas, 1999, p.14) suggests that within the school setting children learn social and emotional skills which are protective factors for good mental health. Extensive evidence (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011) associates higher socio-emotional wellbeing with improved educational outcomes including school readiness, academic achievement and increased life chances. The ideal of the nurturing school has influenced United Kingdom (UK) government policy (Department of Health (DH) & Department for Education (DfE), 2017) aimed at tackling the growing burden of children's psychological distress. A national survey (NHS Digital, 2018) identified 11.2% of five to fifteen-year-olds with a diagnosable mental health disorder; the most common being emotional difficulties (e.g. anxiety and depression). Yet this presents only part of the picture as statistics for children below diagnostic thresholds are not recorded, and research (The Children's Society, 2019) suggests that children's happiness is in decline: academic and sexual pressures, social media, bullying and negative body image are some of the contributing factors. Mental wellbeing is clearly of fundamental concern to educationalists; poor mental health affects multiple, inter-connected domains. Adverse effects include absenteeism, poor motivation and concentration, and elevated risk of self-harm and suicide (Patel, Flisher, Hetrick, & McGorry, 2007). UK schools have been designated with responsibility for early detection, intervention and crisis management in respect of pupils with mental health difficulties and while, undoubtedly, mental wellbeing should be at the heart of children's school experience, education staff feel ill-equipped to manage increasing demands and competing priorities. Research suggests this is becoming deleterious to their own wellbeing (Education Support Partnership, 2019). Government-led calls for greater evidence-based practice in education has seen a rise in randomised control trials (RCTs) aimed at examining a range of interventions: over one-