{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,23]],"date-time":"2026-01-23T07:56:48Z","timestamp":1769155008083,"version":"3.49.0"},"reference-count":69,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2016,2,1]],"date-time":"2016-02-01T00:00:00Z","timestamp":1454284800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2016,2,1]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-heading\">Purpose<\/jats:title><jats:p>\u2013 Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers\u2019 work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Design\/methodology\/approach<\/jats:title><jats:p>\u2013 A qualitative research design was adopted consisting of semi-structured interviews. In total, 49 teachers in two school districts in the Auvergne region in central France were interviewed in depth post having completed three years\u2019 involvement in a health promoting schools initiative called \u201cLearning to Live Better Together\u201d (\u201cApprendre a Mieux Vivre Ensemble\u201d).<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Findings<\/jats:title><jats:p>\u2013 Teachers in the study had a broad conceptualisation of their role in health promotion. In keeping with international trends, there was more success at classroom than at whole school level. While generally teachers can be reluctant to engage with health promotion, the teachers in this study identified having little difficulty in understanding their professional identity as health promoters and identified strong compatibility with the HP-initiative.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Practical implications<\/jats:title><jats:p>\u2013 Teachers generally viewed professional development in health promotion in a positive light when its underlying values were commensurate with their own and when the context was seen as compatible with the school mission. The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-heading\">Originality\/value<\/jats:title><jats:p>\u2013 The promotion of health in schools needs to be sensitive to professional identity and be tailored specifically to blend more successfully with current teacher identity and practice.<\/jats:p><\/jats:sec>","DOI":"10.1108\/he-07-2014-0078","type":"journal-article","created":{"date-parts":[[2016,1,19]],"date-time":"2016-01-19T12:28:41Z","timestamp":1453206521000},"page":"106-122","source":"Crossref","is-referenced-by-count":25,"title":["School health promotion and teacher professional identity"],"prefix":"10.1108","volume":"116","author":[{"given":"Didier","family":"Jourdan","sequence":"first","affiliation":[]},{"given":"Carine","family":"Simar","sequence":"additional","affiliation":[]},{"given":"Christine","family":"Deasy","sequence":"additional","affiliation":[]},{"given":"Gra\u00e7a S.","family":"Carvalho","sequence":"additional","affiliation":[]},{"given":"Patricia","family":"Mannix McNamara","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2020121820031345700_b2","doi-asserted-by":"crossref","unstructured":"Akkerman, S.F. and Meijer, P.C. 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