Schools may play an essential role as an arena for co-creating community activities that enhance well-being, equity, and citizenship. Still, there is limited knowledge about physical and non-physical factors that contribute to well-being within such approaches. The aim of this study was to identify important factors for well-being as perceived by pupils, school employees, and parents in a community school in Norway. The participatory method photovoice was used, and seven pupils, six employees, and four parents participated by taking photos used as the basis for six focus group discussions. Transcripts of the discussions were analyzed using Systematic Text Condensation. The analysis showed that the participants experienced that the school’s built and natural environment, the activities happening there, and the human resources and organization at the school facilitated perceptions of safety, inclusion, and cohesion, which in turn contributed to well-being. Furthermore, the results showed that co-creating schools as a community arena could be an innovative way of ensuring participation, equity, and well-being in the community. Such an approach might be especially important in deprived areas or in multi-ethnic communities. An important prerequisite to succeed is the openness of the school’s staff to engage in co-creation with other stakeholders in the community.

Background The whole-school approach focuses on promoting health and wellbeing for pupils, employees, and parents. In Norway, several schools are now developing such an approach and opening the school premises for community activities. The aim of this study was to investigate what pupils, employees and parents themselves experience as important factors to ensure wellbeing in a whole-school setting. More knowledge about such factors as perceived by the users could give important information in order to ensure health promotion in other schools wanting to implement a whole-school approach. Methods The participatory method Photovoice was used. Seven pupils, six employees, and four parents at Alvimhaugen Primary School, Norway photographed what they perceived as factors generating wellbeing at the school premises. The school is located in an area with challenges related to living conditions. The pictures were used as basis for six focus group discussions by the participants. All interviews were audiotaped, transcribed and analysed using Malterud’s Systematic Text Condensation and Drew & Guillemins framework for image analysis. The results were discussed within the framework of Sense of Coherence (SOC). Results The factors that emerged as important for wellbeing among all stakeholders were interconnected. Important factors were the built and natural environment, activities before/during/after school hours, and organisational characteristics. Further, these factors were associated with a sense of security, belonging, social support and manageability expressed by the stakeholders. Conclusions The factors identified are all known to be central in strengthening SOC. These factors are therefore important for promoting health, not only in pupils but also in employees and parents. The whole-school approach could contribute to address complex public health issues and wellbeing, and might be especially important in schools in deprived areas. Key messages The built and natural environment, activities before/during/after school hours, and organisational characteristics are all important aspects to ensure wellbeing in a whole-school approach. The whole-school approach could contribute to promote wellbeing, and might be especially important in schools in deprived areas.