From wellness to learning: Integrating health promotion into classrooms

Abstract

Background: In South African no-fee primary schools, learners’ physical, emotional and social well-being is closely linked to their ability to participate meaningfully in classroom learning. While national policies promote holistic learner support, health promotion is often implemented through fragmented programmes rather than integrated into teaching and learning.
Aim: This study explored how school-based stakeholders and a partnering non-governmental organisation (NGO) understand, support and integrate health promotion into Grade 1 and 2 teaching and learning within no-fee primary schools.
Setting: Selected no-fee public primary schools in Gauteng province, South Africa.
Methods: A qualitative case study design was employed. Data were generated through semi-structured interviews with nine purposively selected participants, including teachers, School Management Team members, School-Based Support Team members and an NGO representative. Thematic analysis guided by the Health Promoting Schools framework was used to interpret the data.
Results: Participants recognised learner wellness as essential for learning; however, health promotion was treated as an added responsibility rather than a core teaching priority. Barriers included limited time, inadequate training, weak structural support and inconsistent support from School-Based Support Teams and external services.
Conclusion: A disconnect exists between policy intentions and classroom practice, with health promotion insufficiently integrated into teaching and learning. Greater collaboration and clearer pedagogical guidance are needed.
Contribution: This study clarifies how health promotion can be enacted as a pedagogical enabler in under-resourced primary schools.