INTRODUCTION:
This study presents experiences from an ongoing health promoting project from the southern region of Norway. The project aims at creating a learning environment where students thrive and learn well, and which supports children’s and youths’ health. The project builds on Antonovsky’s(1) salutogenic theory – when understanding a situation, having resources to manage it, and finding it meaningful, this gives a strong sense of coherence and robustness to handle stress.

METHODS:
To evaluate the project, newly developed scales were applied to measure health promotion in the learning environment(2), and employees’ health promoting competence and practice(3). Three schools were included in the study. Digital surveys were distributed to students from fifth to tenth grade (n = 149), parents for first to fourth grade (n = 75) and school employees (n = 55).

RESULTS:
The results from student respondents show that the majority experiences acknowledgement (73 %), trust (72 %) and respect (73 %) in school. 56 % report that they master exercises they get, and 55 % that they do not give up easily. Only 32 % like exercises they get in school, however, 60 % report that they thrive with what they do in school, and 66 % find the work they do in school important. According to parents’ responses 71 % of the students on lower levels like what they do in school. School employees generally report that they have strategies to build relations with students and support mastery, participation and motivation in school.

CONCLUSIONS:
The results from this study show that in the three schools included in this study, many students thrive and experience a supportive environment. However, not all students have a positive experience of being in school, and there seems to be a need to make changes in approaches to teaching and learning.