International journal of qualitative studies on health and well-being · 2026
Pedagogical health - a holistic perspective on promoting children's and students' well-being in school.
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Ljungblad Ann-Louise, Hellström Lisa
Аннотация
PURPOSE: Gloabally, young people are experiencing increasing ill health. Since school health promotion often lacks an interprofessional language, this study strives to open up a global conversation by introducing Pedagogical Health in School (PHIS). This serves as a novel pedagogical lens to bridge individual-level well-being with school-level structures, providing a shared conceptual base for interprofessional collaboration.
METHOD: Drawing on qualitative data from preschool through upper secondary school, the study explores the umbrella concept of pedagogical health, encompassing four health foundations: mental, physical, social, and existential health, and offering a holistic perspective on children's and students' well-being in school settings.
RESULTS: The primary contribution is the identification of 52 candidate indicators manifesting across the four foundations in practice. These candidate indicators translate broad health concepts into observable phenomena, offering school staff a concrete, shared basis for interprofessional dialogue and action.
CONCLUSIONS: The article proposes pedagogically grounded definitions for each foundation to support coordinated health-promoting work. PHIS represents a significant advancement in the field of school health promotion by providing a holistic, pedagogically grounded perspective that aligns practice with Sustainable Development Goals (SDG 3 and 4). By integrating well-being into pedagogical settings, PHIS strengthens schools' capacity for proactive and sustainable health promotion.
METHOD: Drawing on qualitative data from preschool through upper secondary school, the study explores the umbrella concept of pedagogical health, encompassing four health foundations: mental, physical, social, and existential health, and offering a holistic perspective on children's and students' well-being in school settings.
RESULTS: The primary contribution is the identification of 52 candidate indicators manifesting across the four foundations in practice. These candidate indicators translate broad health concepts into observable phenomena, offering school staff a concrete, shared basis for interprofessional dialogue and action.
CONCLUSIONS: The article proposes pedagogically grounded definitions for each foundation to support coordinated health-promoting work. PHIS represents a significant advancement in the field of school health promotion by providing a holistic, pedagogically grounded perspective that aligns practice with Sustainable Development Goals (SDG 3 and 4). By integrating well-being into pedagogical settings, PHIS strengthens schools' capacity for proactive and sustainable health promotion.