Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end?
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- ISIDORE Id: 10670/1.4fc676...
- hal: hal-04760663
- doi: 10.1016/j.jeph.2024.202748
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info:eu-repo/semantics/altIdentifier/doi/10.1016/j.jeph.2024.202748
info:eu-repo/semantics/OpenAccess
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Julien Masson et al., « Promoting wellbeing within the Health Promoting Schools framework: Could life skills be a means rather than an end? », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1016/j.jeph.2024.202748
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Résumé
This paper explores the evolution and challenges of health promotion in educational settings, focusing on the Health Promoting Schools framework. Central to this approach is the empowerment of students through participatory strategies and community engagement to address health determinants and reduce inequities. Well-being, a subjective and multifaceted concept, is crucial for student success, with positive school climates playing a key role. Additionally, life skills (LS) are identified as potential tools for promoting student well-being, though their definition and assessment remain ambiguous. The paper concludes by highlighting the need for further research and clarity in order to maximize the impact of health promotion efforts in schools.
