Teaching salutogenesis: role modelling and salutogenic living

Teaching salutogenesis: why, what, how, and how to be?This series of reflective articles on teaching salutogenesis has explored the implementation of salutogenic concepts in forming teaching philosophies (Sallaway-Costello, Vaandrager, et al. 2026), designing salutogenic curricula (Sallaway-Costello, Daniel, et al. 2026), and determining teaching and assessment methods (Daniel et al. 2026).But teaching salutogenesis also implies that educators should reflect on how they themselves can be salutogenic: how can they be coherent in their actions, communication, teaching methods, and interactions with students?This final paper of the series focuses on educators modelling salutogenic principles, and on the challenges and opportunities of doing this in practice.It starts by outlining how educators can model salutogenic principles, and have the opportunity to reflect on and develop their practice in light of this.We explore what it means to be salutogenic as an educator, and how to build a salutogenic learning community, illustrated through case study examples of the European Training Consortium in Public Health and Health Promotion summer school, and the Bachelor's and Master's programmes in Public Health at Birmingham City University.The paper concludes with summary reflections on teaching salutogenesis from across this commentary series, and proposes the steps ahead for future developments at this intersection of health promotion and pedagogy. Being salutogenic: modelling salutogenic principlesEducators learn from observing others, how they act, and the consequences of those actions.They have heroes and role models that inspire them: family members, primary school teachers, pop artists, or movie stars they watch and seek to emulate.That which educators copy is often the style of interaction they prefer: their manager showing recognition for their work, or a friend who gives CONTACT