Non-cognitive skills have increasingly been recognised as an important part of holistic education, but more research is needed on how best to ingrate them into existing educational frameworks. This study examined variables critical to the implementation of a non-cognitive skills programme in post-primary schools in Ireland. Teachers (N = 76) were recruited from both mainstream (N = 43) and high-support schools (N = 33) and assessed by means of a cross-sectional survey, on their Readiness, Willingness, and self-perceived Ability (RWA) to implement Ireland's national 'Wellbeing Guidelines'. Statistical analyses were conducted to assess the relationships between teachers' perception of both leader and peer support, and their self-perceived readiness willingness, and ability to implement the wellbeing programme. Our findings suggest a useful optimised pathway -- or an 'RWA framework' -- to inform the implementation of non-cognitive programmes in post-primary schools in Ireland and elsewhere.