Our aim when editing the booklet was to demonstrate the variety of approaches and different ways in which main aims and components of a health promoting school are being constructed, reconstructed and deconstructed over time and in different educational and cultural contexts. The dynamic interplay among various political, social, economic and other aspects influences what priorities are set and which methods are implemented in the development of the health promoting school approach in each particular country. Our basic assumption is that it is not possible or desirable to create the model of a health promoting school. Every.
