Possible Phases in the roll-out of the health promoting school (shortened version)

Initial Experimental phase
Early innovators (mainly from the health sector) raise the issue of health promotion with colleagues in the education sector.
The education sector at first tends to perceive health in bio-medical terms rather than as a social model, resulting in a deficit of partnership-working between education and health sectors.
Early sporadic or short term developments occur which may be driven (and resourced) by political concerns about specific topics such as HIV/AIDS
Related initiatives such as Community Schools and Eco-Schools are not perceived by education to have anything in common with health promoting schools because of the prevalence of the bio-medical model of health within the education sector.

Strategic Development phase
The education sector perceives the benefits of health promoting schools in meeting social and educational needs in their schools. Authorities start to build capacity through training and staff development
More strategic approach builds through partnership working at government level and/or regional level
There is a clarifying of priorities, values, language and concepts
More sophisticated research is developed as the political profile rises

Establishment phase
Policy statements at national level that initially tend to be in the health sector feed into the education sector
Policy on specific school initiatives relating to health are increasingly placed in the context of health promoting schools, for example curriculum policy statements, food provision policy in schools
The education sector takes on greater responsibility for health promotion in schools and integrates health promotion into mainstream education.
At the level of the school, health promotion becomes integral to the schools core values and way of working
( Young, 2005)

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