Adolescence is a vulnerable period for the onset of mental disorders and risk behaviours. Whole‐school interventions hold vast potential in improving mental health and preventing risk behaviours in this developmentally‐sensitive cohort. Modelled on the World Health Organisation's Health‐Promoting Schools Framework, whole‐school interventions aspire for change across eight domains: (i) school curriculum, (ii) school social‐emotional environment, (iii) school physical environment, (iv) school governance and leadership, (v) school policies and resources, (vi) school and community partnerships, (vii) school health services and (viii) government policies and resources. Through embodying a systems‐based approach and involving the key stakeholders in an adolescent's life, including their peers, parents and teachers, whole‐school interventions are theoretically more likely than other forms of school‐based approaches to improve adolescent mental health and prevent risk behaviours. However, vague operationalisation of what is to be implemented, how and by whom presents challenges for stakeholders in identifying concrete actions for the eight domains and thus in realising the potential of the Framework. Mapping how whole‐school interventions operationalise the eight domains enables appraisal of current practice against the recommendations of the Health‐Promoting Schools Framework. This facilitates identification of critical evidence gaps in need of research, with the aim of fostering optimal translation of the Framework into practice to promote mental health and prevent risk behaviours in adolescence. Our EGM's objective was to map how randomised controlled trials of whole‐school interventions promoting mental health and preventing risk behaviours in adolescence addressed the eight domains of a whole‐school approach.