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This study presents an overview of research literature on health promotion in schools, utilizing metadata extracted from 4,328 publications indexed in the Scopus database over the past 35 years.

A bibliometric approach was used to analyze the development and current state of using publication and citation data. A structured keyword search was conducted in the Scopus database to retrieve relevant publications in the field. Frequency counts, rank-ordered tables and time series charts were used to illustrate the dynamic growth of publication and citation data, the core journals, the leading countries and the most frequently used keywords in research on health promotion in school contexts. A series of social network analyses was conducted to explore and visualize the social, intellectual and conceptual structure of the field.

Findings demonstrate that health promotion in the school context is a growing research field that has gained significant momentum in recent years. The research in this field is widely distributed internationally, but the research output is dominated by the US and other English-speaking countries. The study reveals a trend toward increased collaboration among research groups. The level of international collaboration varies. The research field is highly interdisciplinary, and the main research themes addressed in the literature include mental health, well-being and quality of life; health behaviors; oral health education; sexual and reproductive education and general health promotion and health education in schools.

This is the first study to map the development of a research field with growing recognition. It provides a comprehensive overview of the emerging field of health promotion in the school context and its progress over time, contributing to the organization of the research domain. The study demonstrates the need for a new framework for health promotion research that supports the sustainability of health promotion research in schools.

During the 2020 COVID-19 pandemic, schools closed in haste and were expected to create virtual learning opportunities for their students while they waited to see when and how they might re-open. National governments issued reopening guidance at varying speeds. The purpose of this study was to invite health and education professionals to share what was happening in their country about school reopening in terms of the features and implications of the guidance issued.

A qualitative study. Initial interviews informed a semi-structured questionnaire distributed through the global community of UNESCO Chair ‘Global Health and Education’ and partner organisations. Its aim was to collect, analyse and share globally relevant knowledge and practices about school reopening.

There were 192 useable responses from 43 countries and territories and 1 multi-country region. 20 of these, mainly in the Global North, had received reopening guidance, 23 were still waiting and 1 had not closed its schools. Guidance prioritised public health measures like social distancing, with less emphasis on education impacts. Success came from partnerships between schools, families and local authorities, consistent guidance and enough time and resources for implementation. Fear of infection led to significant absenteeism among students and staff. Respondents waiting for guidance, mainly in the Global South, shared similar concerns and expectations.

Describing first-hand practices and perspectives of health and education professionals from diverse countries and territories about reopening schools.