Pedagogical health - a holistic perspective on promoting children's and students' well-being in school.

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Original abstract

<h4>Purpose</h4>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 <i>Pedagogical Health in School (PHIS).</i> 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.<h4>Method</h4>Drawing on qualitative data from preschool through upper secondary school, the study explores the umbrella concept of <i>pedagogical health,</i> encompassing four health foundations: mental, physical, social, and existential health, and offering <i>a holistic perspective</i> on children's and students' well-being in school settings.<h4>Results</h4>The <i>primary contribution</i> is the identification of <i>52 candidate indicators</i> 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.<h4>Conclusions</h4>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 <i>a holistic, pedagogically grounded perspective</i> 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.

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