This paper presents a holis tic m o d e l o f t h e h e a l t h p r o m o t i n g s c h o o l a n d a panoramic framework for evalution. The f r a m e w o r k i s b o a r d , a c k n o w l edging the range of national s e t t i n g s i n w h i c h h e a l t h p r o m o g i n g s c h o o l s a r e being developed, a n d d r a w s a t t e n t i o n t o t h e e m p h a s i s o n c o n t e x t a n d process rather than outcomes. The conceptual model is applied to the European Network of Health Promoting Schools (ENHPS), where the s a m e f o r c e s m a y b e a t w o r k i n r e l a t i o n t o t h e i n n o v a t i o n b u t o p e r a t e i n d i f f e r e n t w a y s a n d w i t h d i f f e r e n t d e g r e e s o f s t r e n g t h . T h e p a p e r r e c o m m e

Evaluating the health-promoting school (HPS) and its effectiveness is crucial to its future development and sustainability. This paper attempts to outline the basis of approaches to evaluation which are sound, relevant, respond to the full array of elements which constitute the HPS, and satisfy the criterion of utility. It examines a range of research methods in order to illustrate pathways towards the evidence base for health promotion, considers the kinds of studies which are both feasible and useful for policy makers and professionals, and proposes approaches deemed most usefully provocative and costeffective.

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This article is based on an evaluation of The Implementation of the European Network of Health Promoting Schools (ENHPS) in six countries carried out by the author and colleagues. It describes key elements of the healthpromoting school concept, the challenge of evaluating an international health promoting school project and selected findings taken from the research. The findings of the research described in this paper focus on two comparative aspects of the health promoting school: first, the formal curriculum and second, the social and physical environments. The research is based on formative evaluation and the methodology is mainly qualitative, using a multifocused approach to the data. This research draws on political, social and managerial factors which can influence institutional change in the context of creating a health-promoting environment in schools.