Health promoting schools is also about achieving educational change, which requires understanding of the educational settings, how they innovate and change and what infl uences this. For example, Clarke and Barry (2011) found that a contextual factor, lack of cohesion in the school community, impacted on the implementation. Health promoting school principles and actions therefore need to be integrated with actions relating to the core business of the school setting (Deschesnes, Couturier, Laberge & Campeau, 2010; Mohammadi, Rowling & Nutbeam, 2010; Rowling & Jeffreys, 2006). Building on Chen (1998) and Greenberg, Domitrovich, Graczyk & Zins (2006), Dooris and Barry in Chapter 2 highlighted four factors crucial to the success of an implementation process; the characteristic of the implementer (e.g. knowledge, skills and motivation), organisational context (e.g. structure, ethos, history, resources), intervention delivery (e.g. quality and availability of training, materials etc.) and the community context (environment, local policies, agencies and collaborations etc.).