Abstract
This article presents a health promotion initiative in French school settings. This initiative aims to promote children's social, emotional and physical health. The main strategy is the development of teachers' health-promoting practices and schools' health-promoting environment. The initiative was implemented in 115 primary schools in six French regions. Three types of evidence were used to develop the initiative: scientific, professional contextual, and critical evidence. The evidence was translated into the programme through a training and support process. According to their position, the actors used the evidence differently. The importance of the local context and actors' involvement is further explored.
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