Background Schools play an important role in promoting child mental health, but little is known about the approaches they undertake. Methods A scoping survey in England, involving 599 primary and 137 secondary schools. Results Although two thirds of school approaches focused on all pupils, these were predominantly reactive, rather than preventive interventions. They were also largely not evidence‐based, were instead based on a plan while open to adaptation. Gaps were identified in teacher training and support. Conclusions The findings have implications on the use of preventive versus reactive approaches, staff training and consultation, use of evidence‐based practice in schools and joint care pathways.