This paper presents a holistic model of the health promoting school and a panoramic framework for evalution. The framework is board, acknowle dging the range of national settings in which health promoging schools are being developed, and draws attention to the emphasis on context and process rather than outcomes. The conceptual model is applied to the European Network of Health Promoting Schools (ENHPS), where the same forces may be at work in relation to the innovation but operate in different ways and with different degrees of strength. The paper recommends a selective approach to evaluation which will serve specific audiences and decision making needs.
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