Healthy histories: Enhancing secondary school students’ critical health literacy

Abstract

There are rising concerns about adolescent (mental) health in the Netherlands. This article explores how history education can contribute to students’ Critical Health Literacy (CHL). We identify five interrelated ways in which historical thinking is connected to CHL. Additionally, we present three pedagogical approaches for implementation: The use of diachronic health themes, the application of a well-being framework, and the Strange Past contextualization framework. These approaches offer practical entry points for integrating CHL across the history curriculum. While we acknowledge that history teachers are not health professionals, and empirical research is still emerging, this article serves as an exploratory contribution. Our article invites further dialogue and investigation into the potential of history education to foster students’ resilience and well-being.