Schools for health and sustainability: Insights from the past, present and for the future

Abstract

The prioritisation of health education and of education for sustainable development in schools, from a common sense perspective, requires little in terms of justification as to its value or necessity. Schools are settings that can have a great impact on the health and emotional wellbeing of children and young people as they influence them at important stages in their lives (Deschesnes et al. 2014). Promoting, and learning about health, wellbeing and sustainability early in childhood so that the related competences are inculcated in children, clearly has long term gain both for the individual and for society through advancing health status, equity and quality of life for all. In building children's competences, i.e. their knowledge, attitudes and skills related to health and sustainability, they are encouraged to place significant value on their health and wellbeing, and to understand in a meaningful manner the link between sustainability and health issues, as well as the health of the planet. They are also encouraged to appreciate health and sustainability as conditions that they themselves can influence, whether it is to improve, maintain or enhance their health, or to improve the conditions for health and sustainable development in their proximate environments. Health education/promotion and education for sustainable development in schools also encourage students to become critical about their own attitudes and behaviours linked to health and sustainability and contribute significantly to reduction of unsustainable and risk behaviours.