The process of student engagement in Health-Promoting Schools: a co-design approach with Youth Engagement Coordinators in Nova Scotia, Canada

Purpose Evidence supports meaningful student engagement in Health-Promoting Schools (HPS) approaches as an essential condition for enhancing student well-being, yet little is known about this process. This study sought to interpret the process of student engagement in HPS through the perspectives of Youth Engagement Coordinators (YECs). Design/methodology/approach This qualitative exploratory study took place in Nova Scotia, Canada where HPS has been implemented since 2005. YECs (n = 6), recruited into positions to support student engagement in HPS, participated in the study. A transformative paradigm and generative co-design process guided the work. In a one-day co-design workshop, YECs collaborated with the research team to collect, analyze and interpret their data. YECs were engaged in a focus group, participatory mapping process and a theming exercise. Following the workshop, reflexive thematic analysis was conducted by the lead researcher through a reflection meeting with participating YECs. Findings Five themes were developed: Embodying a youth-engaged position – the necessary values and beliefs guiding YEC practice, discovering the layers of the school environment – understanding the history, ethos and culture of the setting; building trust within the school community – gaining acceptance through relations, role and reliability; creating a space for exploration on health – expanding the social and physical boundaries to learn and define health; and enacting principles of equity – acknowledging youth voice and disrupting power dynamics. Originality/value This research contributes to the continued development, implementation and evaluation of meaningful student engagement in HPS.