Central yet marginalized: a study of how other professional actors position teachers in working with student health

Purpose The aim of this study was to investigate how teachers are positioned within the narratives of other professional actors with regard to working with student health. This report addresses two main research questions: “How are teachers positioned by other professional actors in the context of working with student health?” and “What roles are teachers assigned in student health work within the narratives of these professionals?” Design/methodology/approach A qualitative design with an interactionist approach was adopted to examine the position and roles assigned to teachers when working with student health. Interviews were conducted with nine principals and members of the student health team at two large Swedish high schools. Responses were transcribed verbatim and analysed using thematic analysis and the theoretical framework. Findings Teachers are given both a central and a marginalized role. Although they are sometimes described as essential for student health, they are rarely positioned as competent within this work. Practical implications The emphasis on high-quality teaching as a contributor to student health represents a practical pathway for schools. Teachers should be supported in creating inclusive, participatory and structured classrooms that inherently promote well-being. Originality/value This paper is the first of its kind to examine roles and positions assigned to high school teachers when working with student health in a Swedish context. The results are also valuable in other contexts. Since promotion of student health requires teamwork, it is essential for the main actors to understand each other’s roles and potential contributions, which this study contributes to.