Challenges and prospects for research into health promotion in schools and the fight against cancers.

Abstract

With the 40th anniversary of the Ottawa Charter approaching, it is worth reflecting on its legacy in health promotion, particularly in schools. This short yet aspirational text marked a turning point by establishing the basis for a new public health system that takes a comprehensive, intersectoral approach to social determinants. Rather than being merely an awareness-raising tool, the Charter promotes health education as a means of emancipation and of acting on living conditions, notably enabling the fight against cancers. This article provides a critical analysis of developments in health promotion research in schools. First, it identifies the initial challenge of moving beyond isolated interventions towards comprehensive, integrated and participatory approaches. It then explores the obstacles and incentives associated with the transferability of interventions and the development of implementation science. The third axis calls for the research field to be structured, with clear objectives, shared indicators and greater consideration given to practical knowledge. Finally, it stresses the need to place the reduction of social inequalities in health at the heart of interventions, adopting methodologies that are sensitive to the differentiated effects according to social contexts. In conclusion, research into health promotion in school settings must evolve towards a transdisciplinary systemic approach that is grounded in practice. Such an approach plays a strategic role in building truly equitable schools that promote the health and well-being of all by taking action to reduce cancers from an early age.