Background Engaging with art can reduce, and possibly prevent, anxiety and depression. Schools could implement art-based prevention programmes but anticipating and mitigating potential challenges is key for their success. Our study aimed to understand barriers and facilitators to delivering a school-based art and wellbeing programme. Methods We conducted 15 creative focus groups with 22 young people, 14 parents/carers, 17 teaching/support staff, 18 school leaders, and 13 creative therapists and mental health professionals. Each group contributed to a tree outline as a metaphor for the programme, discussing what barriers and facilitators needed consideration for it to flourish. We used reflexive thematic analysis drawing on the tree metaphor throughout this process. Findings We developed 4 themes which participants felt would enable the programme to flourish: ‘communicating the value of the art and wellbeing programme’ , ‘garnering support at all levels of the school community’, ‘nurturing a safe space’ for students and ‘fostering student engagement’. Conclusion: To mitigate key barriers, art-based mental health prevention programmes for schools should effectively communicate their purpose, take consideration of schools’ competing priorities, promote a safe space, and ensure student engagement.