A floating concept and blurred teacher responsibilities: Local interpretations of health promotion work in Swedish upper secondary schools

Abstract

This study explores the discourse about health promotion and the role of the teacher in Swedish upper secondary schools. The material consists of student health plans from schools and local authorities that were analysed using discourse analysis. The results show that health promotion is largely an empty or floating signifier. The teacher is mainly in discursive shadow. When the teacher is in discursive light, their role in health promotion is connected to ordinary teacher tasks. Schools can set out what health promotion entails to a greater extent and clarify the role of the teacher.