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This is the second ebook featuring the processes and outcomes of school health promotion. The members of the Schools for Health in Europe Research Group were invited to submit their work addressing processes and outcomes in school health promotion to this ebook of Health Education. Additionally, an open call for papers was published on the Health Education website. Following the traditional double blinded peer review process, a number of submissions were accepted for publication. Five papers were published in the previous volume and the remaining six are featured in this volume of the Journal

This article discusses the findings from a case study focusing on processes involving pupils to bring about health-promotion changes. The study is related to an EU intervention project aiming to promote health and well-being among children (4–16 years). Qualitative research was carried out in a school in the Netherlands. Data sources include project documents, interviews, and observations. Thematic analysis was carried out combining the different data sources. The case study shows that, if given sufficient guidance, children can act as agents of health-promoting changes. The main arena for youth influence was the pupil council. Pupils were meaningfully involved in two actions, which targeted road safety around the school and a playground for a disadvantaged community near the school. A clear framework was provided, which delineated the participation room for pupils at every stage. The main goal of participation was construed as the development of students' capacities to actualize their ideas. The pupils were positive about their involvement. Their experience with active participation seems to have empowered them, giving them the feeling of ownership, efficacy, and achievement in working with "real-life" problems.

Purpose - The aim of this paper is to contribute to the debate concerning health education and health promotion at schools, particularly with regard to food and nutrition. Design/methodology/approach - Based on empirical data generated over the course of one year of fieldwork in three rural communities and schools in Ecuador, the study examines community participation related to the implementation of the School Feeding Program in rural schools in Ecuador. The conceptual framework for the study is shaped by the concepts of student and community participation within the Health Promoting School paradigm. Findings - The findings help identify and portray different forms of community participation, ranging from a total absence of meaningful participation, through very limited, to consequential participation determined as community influence on the SFP practices to meet the community needs, priorities and systems of meanings. Research limitations/implications – The notion of community participation at school can be seen to be better aligned with a socio-ecological health promotion perspective to include the community agenda too. The participatory HPS approach needs to consider that community participation can include the possibility of the community challenging the social order at school, and the educational policies and practices. When addressing community participation, counter-participating and non-participating can be also considered as legitimate forms of participating. Originality/value – The study contributes to an understanding of policy implementation and the implications of a HPS approach to health education and health promotion in small rural schools.

Schools are unique places. They pay a central role in the formation of young people. The importance of how young people are educated and how they are encouraged to live and learn cannot be underestimated. This book advocates for the fostering of agency not only amongst school personnel but also amongst younger generations for health and sustainability. It provides the reader with a new lens with which to discover health promoting schools and education for sustainable development. It invites the reader to look more deeply into both and to accompany the authors on a journey of discovery of the real potential for each to enhance the practice of schooling.

Introduction/background Sexuality education is compulsory in Danish public school as a part of health education. There is a national curriculum which is based on the theory of critical health education and promotion (e.g. Jensen 1997; Carlsson et al 2009; Simovska & Jensen 2012), emphasising health-related action competence of pupils as one of the key intended outcomes. However, research has documented that there are major differences between the intentions stated in the curriculum and the classroom practices (Sex & Samfund 2005, Sex & Samfund 2012; Lindegard, 2012). The study discussed in this paper suggests that the participation of teachers in the national sexuality education campaign, titled Uge Sex, has a positive impact on teachers' practices through providing an appropriate support for teachers in implementing the critical pedagogical approach. Uge Sex is a campaign that aims at supporting the development of pupils' action competence in regards to sexuality, wellbeing, rights and health. The campaign has achieved large success resulting in 230,000 pupils (35.6 % of the total population) enrolled in the campaign week this year. This calls for an in-depth insight into its impact as well as the implementation process. Important questions to be asked are (a) does the campaign actually support the development of action competence? and (b) is the implementation characterized by dimensions consistent with critical health pedagogy? Theoretical/analytical framework The Uge Sex materials, as well as the campaign as a whole, are characterized by an approach to sexuality education inspired by the tradition of critical health education, as mentioned above, as well as norm critical pedagogy developed within the theory of Swedish queer pedagogy (Brade et al 2008, Bromseth et al 2010, Kirk et al 2010). Furthermore, the approach is based on research findings indicating that a secure, inclusive learning environment for all pupils is an important factor for the effectiveness of sexuality education (UNESCO 2009). The theory of change (Green & Tones 2012) of the campaign is based on the hypothesis that there is a link between certain implementation factors, including a cross-disciplinary approach, secure and inclusive environments for the pupils, focus on pupil involvement through dialogue, and the immediate positive effects on the participating pupils. These effects are identified as changes in the health-related action competence of pupils, their positive attitudes towards the sexuality education lessons and increased awareness of classroom diversity as a positive value. Earlier research related to the campaign suggests that implementation of a critical pedagogy approach into classroom practices is characterized by challenges concerning several of these factors (Roien 2012). The aim of this paper is to discuss these implementation challenges further in order to learn how pupils can benefit more from sexuality education in school. Methodology/methods The study draws on quantitative and qualitative data from multiple data sources gathered in 2012 and 2013. These include two large scale questionnaires among 500 randomly selected teachers as well as 800 randomly selected pupils from 4th-6th grade (age 10-12) as well as 7 in-depth interviews with teachers and 3 case studies including interviews with pupils and classroom observations. The data from the different sources was triangulated in order to secure validity of interpretations (Green & Tones 2012). The analysis combined inductive and theoretically driven strategies, drawing on the concepts of action competence, empowerment and participation in health education. Key Results The findings show minor tendencies towards the development of action competence of the pupils, concerning mainly a positive development in their knowledge and ability to identify action possibilities. The campaign seems to support those pupils that have insufficient knowledge on possible actions to solve dilemmas related to sexuality issues. Furthermore, a positive attitude towards sexuality education has been identified among the majority of the participating pupils.The findings do not document any increased awareness of classroom diversity among the pupils as a positive value. In regards to the implementation of the campaign, especially one factor is identified as having positive influence on pupils' learning, namely the effort to create a secure learning environment based on the recommendations from Uge Sex materials. On the other hand, other implementation factors prove to be highly problematic in connection to the principles of critical health education. These include: lack of an inter-disciplinary approach to sexuality education, low priority of pupil participation and a very traditional view of the role of the teacher as an expert and 'transmitter' of appropriate knowledge. With regard to the lack of increase in the pupil's awareness of diversity as a positive value it is suggested that this can be related to the focus of Uge Sex as a purely educational campaign focusing solely on teaching without including a whole-school approach to health promotion and diversity Conclusions The findings demonstrate that the implementation of a critical sexuality education approach by the teachers is challenged by the traditional approach to sexuality education, characterized by established boundaries between subjects, a view of the role of the pupils as passive and the teacher as the one who decides on content, methods and resources (Green & Tones 2012; Simovska and Jensen 2005). This approach results in a low level of pupil participation and points to the difficulties teachers face when implementing the sexuality education processes intended by the Uge Sex concept. Nevertheless, the findings suggest that a focused effort through concrete recommendations and exercises that teachers can use in the classroom, can be beneficial. Finally, the findings point to the critical role of the whole-school approach, and the lack of it in the campaign. This can be seen as a barrier in regards to pupils' learning linked to wider health promotion and the value of diversity. Implications The insight into the implementation of the Uge Sex campaign by the teachers provides important knowledge concerning the challenges teachers face when working with critical comprehensive sexuality education focused on the development of pupils' action competence. The findings point to the need for professional development of the teachers so that they can work with participatory and action-oriented teaching methods as well as with an open concept of sexuality that allows for diversity and human rights to be freely discussed in relation to sexuality issues. The findings provide implications for future research and development of the school practice of sexuality education as a part of health education and health promotion as well as for introducing health pedagogy and health promotion related to sexuality education within the initial teacher training at teacher training colleges and in-service professional development. References Brade, L., Engström, C., Sörensdotter, R. & Wiktorsson, P. (2008). In the eye of the norm (in Swedish: I normens öga), Stockholm: Friends. Bromseth, J. & Darj, F. (eds.) (2010). Normcritical pedagogy. (in Swedish: Normkritisk pedagogik), Uppsala: Centrum för genusvetenskap, Uppsala Universitet Carlsson, M., Simovska, V. and Jensen, B.B. (eds.) (2009). Health education and health promotion – Theory, research and practice (in Danish: Sundhedsundervisning og Sundhedsfremme - teori, forskning og praksis), Aarhus, Aarhus University Press. Green, J., & Tones, K. (2010). Health promotion: planning and strategies (2nd ed.) . London: Sage. Jensen, B.B. & Schnack, K. (eds.) (1994). Action and action Competence as Key Concepts in Critical pedagogy. Didaktiske Studier, København: Danmarks Lærerhøjskole. Jensen, B.B. (1997). 'A case of two paradigms within health education', health education research, Vol. 12, no. 4 , pp. 419-428. Kirk, A.H., Scott, K., Siemen, K. & Wind, A. (eds.) (2010). Open and closed doors. an anthology on gender in pedagogy (in Danish: Åbne og lukkede døre. En antologi om køn i pædagogik), København: Frydenlund. Kvale, S. & Brinkmann S. (2009). InterView, København: Hans Reitzels Forlag (2. Ed.). Nordin, L.L. (2012). From policy to practice (in Danish: Fra politik til praksis. Implementering af kommunale sundhedsprojekter med fokus på kost og fysisk aktivitet fra et lærerperspektiv). PhD dissertation, Aarhus University, Department of Education. Roien, L. (2012). Uge sex and the learning of the pupils. (in Danish: Uge Sex og elevernes læring) Copenhagen: Sex & Samfund. Sex & Samfund (2005). A mapping of sexuality education in Denmark (in Danish: Kortlægning af seksualundervisningen i Danmark). Copenhagen:Sex & Samfund. Sex & Samfund (2012). A survey of sexuality education in public schools (in Danish: Undersøgelse af seksualundervisning I grundskolen). Copenhagen: Sex & Samfund. Simovska, V. (2007). 'The changing meanings of participation in school based health education and health promotion'. Health education research, Vol. 22, n. 6 , pp 864-878. Simovska, V. (2008). Learning in and as participation: A case study from health promoting schools. In: Reid, A., Nikel, J., Bruun Jensen, B., & Simovska, V. (eds.), Participation and learning: perspectives on education and the environment, health and sustainability (pp. 61-81). Springer. Simovska, V., & Jensen, J.M. (Eds.) (2012). The role of health pedagogy in health promotion (in Danish: Sundhedspædagogik i sundhedsfremme) (1 udg.) København: Gad. UNESCO (2009).International guidelines on sexuality education. An evidence informed approach to effective sex, relationships and hiV/education Paris: UNESCO

Chapter 1. Introduction -- Part I. Re-examining conceptualisations of wellbeing in education -- Chapter 2. Wellbeing and Education: Connecting Mind, Body and World -- Chapter 3. Reimagining wellbeing in neoliberal times: School wellbeing as an adjunct to academic performance? -- Chapter 4. Positive education, schooling and the well-being assemblage: Old and new approaches to educating the 'whole child' -- Part II. School environments, schooling, and wellbeing -- Chapter 5. Wellbeing of Primary and Secondary School Students in Switzerland: A Longitudinal Perspective -- Chapter 6. Taking a Break from the 'School Machine': Understanding the Intended Purposes of School-Based Mindfulness among Teachers -- Chapter 7. Childhood adversity and education: Integrating trauma-informed practice within school wellbeing and health promotion frameworks -- Part III. The significance of cultural contexts -- Chapter 8. Laying the foundation for wellbeing in youth in New Zealand: Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework -- Chapter 9. Developing a Culturally Appropriate Tool to Assess Young Peo-ple's Wellbeing in Kazakhstan: A Derived Etic Approach -- Chapter 10. Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea -- Part IV. Amplifying children's voices -- Chapter 11. School violence and wellbeing in southern Ecuador: Exploring popular perceptions and official discourse paradoxes -- Chapter 12. Re-imagining Mental Wellbeing Strategies in Schools.

Health and wellbeing are repeatedly identified among the greatest global challenges facing societies. As such, schools have a responsibility to support and develop children's competences and their commitment to dealing with these challenges in socially responsible and imaginative ways. The field of school-based health promotion is underpinned by high level policy documents, declarations and agreements between and within governments. International organizations, such as the World Health Organization, have long called upon governments throughout Europe and globally to incorporate health-related knowledge, skills and attitudes in their education systems from an early age and to provide a foundation for the promotion of lifelong health and wellbeing (e.g. WHO, 1986; 1991; 1997; 1999; 2014). One question that could be asked in this respect is what happens when these political initiatives are translated into national and local practices? What gets "lost in translation", and what is added? The purpose of this paper is to contribute to the body of knowledge and dialogue concerning these translation processes. The study sought to identify the gaps, tensions, challenges and possibilities associated with the drive to increase the quality and effectiveness of health promotion in schools while remaining loyal to the main principles of the critical, socio-ecological paradigm of the Health Promoting Schools initiative (Green and Tones, 2010). In the following, we first present the conceptual framework, context and methodological approach of the study. We then present and discuss the findings from a survey data, before offering conclusions and perspectives for future research and development.

In this article, we discuss issues that are rarely (if ever) talked about in research: experiences of deep insight and inspiration, of meaning-making, of embodied passion and of excitement related to the practice of engaging in qualitative research and of being a qualitative researcher. These are the 'aha' moments or 'eureka' experiences. Drawing on Frigga Haug's collective memory work, five individual memories were articulated as text and analysed collectively over a period of six months. By analytically deploying the concept of generativity, we portray the tensions, dynamics and interactions that (co)create aha moments and movements as a way of enacting situated research(er) agency and of challenging the neoliberal instrumentalization of research and researchers. Our aim is to contribute to visualizing and fostering small but powerful steps in innovative, good quality research and bringing desire and passion (back) into research practice.