Aim: The study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing. Rationale: Educational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication of the current situation is that educational psychologists are marginalised in interventions aimed at the transformation of schools into enabling, inclusive environments. The rational of this article is to address this marginalised position of educational psychologists in the South African context. Method: In the research conducted to develop an integrated, multi-level process to facilitate holistic wellbeing in six South African schools, a Participatory Action Learning and Action Research (PALAR) methodology has been applied. The methodology integrates action learning and action research with participatory action research in a holistic way. The data for this specific article was obtained by reflecting on the data gathered during my involvement as an educational psychologist in the development of this process over a period of three years. Findings: Five mind-shifts that school communities have to make in order for educational psychologists to effectively engage in the promotion of holistic school wellbeing were identified. Firstly, the role of educational psychologists should not be perceived as experts who address problems prevailing in schools but as external agents of change who need to work in collaboration with all stakeholders. Secondly, educational psychologists should not be expected to focus only on individual interventions but also on universal, multi-level interventions aimed at supporting all members of school communities. Thirdly, the promotion of wellbeing should no longer be perceived as an additional function of schooling but as an integral part of function of school communities. Fourthly, the fragmented implementation of initiatives to promote wellbeing should be replaced by a holistic, integrative approach to the promotion of school wellbeing. Fifthly, instead of adopting a linear, causal approach to understanding human behaviour, the complex interactive dynamic nature of human behaviour should be embraced. Conclusion: The role of educational psychologist in the promotion of holistic school wellbeing is essential if they intend to become active agents of social change and transformation in the South African educational context. The optimisation of this role necessitates a broader public understanding of the role of educational psychologists as professionals who co-construct enabling environments with the members of school communities in a pro-active manner with insight into the complexity of human behaviour.