In 2015 Taipei European School committed to setting a vision and embracing a proactive strategy to achieve wellbeing (PERMA) and cultivate the conditions for flourishing for through Positive Education. Seligman’s PERMA model (the what) and the Five Ways to Wellbeing (the how) are underpinned by a coaching model, drawing on our learning from Coaching Psychology (Grant. Green & Rynsaardt,2010; Dullagil, Green & Ahern, 2016). IPEN’s double helix of academic achievement alongside character development and wellbeing is akin to TES’s holistic, whole child approach - our Positive Education programme supports our academic ambitions. The Assessing Wellbeing in Education (AWE) instrument has been used to assess TES students’ wellbeing as a base-line. This data is triangulated with GL CAT4 (cognitive ability testing) and teachers’ assessment to give pastoral and academic leaders a holistic picture of each student’s performance at school. Whole cohort and individual positive psychology interventions, including coaching have been designed and then implemented to sustain flourishing students and address areas of concern or suspected underperformance of those students in need of support. An action research project to measure our interventions add value to student wellbeing and academic achievement is in process and the results will be shared in this presentation.