IG on Healthy Settings

Settings-based Approaches to Health Promotion

The World Health Organization defines settings-based approaches to health promotion as those that  “involve a holistic and multi-disciplinary method which integrates action across risk factors. The goal is to maximize disease prevention via a "whole system" approach. The settings approach has roots in the WHO Health for All strategy and, more specifically, the Ottawa Charter for Health Promotion. Healthy Settings key principles include community participation, partnership, empowerment and equity. The Healthy Settings movement came out of the WHO strategy of Health for All in 1980. The approach was more clearly laid out in the 1986 Ottawa Charter for Health Promotion. These documents were important steps towards establishing the holistic and multifaceted approach embodied by Healthy Settings programmes, as well as towards the integration of health promotion and sustainable development. Building on the Ottawa Charter, the Sundsvall Statement of 1992 called for the creation of supportive environments with a focus on settings for health. In 1997, the Jakarta Declaration emphasized the value of settings for implementing comprehensive strategies and providing an infrastructure for health promotion. Today, various settings are used to facilitate the improvement of public health throughout the world.


According to the WHO Health Promotion Glossary, a Setting for Health is a place or social context in which people engage in daily activities in which environmental, organizational, and personal factors interact to affect their health and wellbeing. These settings are often called places where people live, learn, work or play. Settings can normally be identified as having physical boundaries, a range of people with defined roles, and an organizational structure. Examples of settings include schools, work sites, hospitals, villages and cities as well as “hybrid settings (community gardens) or virtual settings (socially oriented web sites or services) . Action to promote health through different settings can take many forms but should include a focus on multiple, coordinated intervention ns that modify the physical, social, economic, instructional, recreational or other aspects of that setting . 


Actions in settings-based health promotion often involve some level of organizational development, including changes to the physical or social environment or to the organizational structure, administration and management. Settings can also be used to promote health as they are vehicles to reach individuals, to gain access to services, and to synergistically bring together the interactions throughout the wider community. Dooris (2006) has pointed out that basic difference in goals (invidudual or setting) this has caused confusion between the concepts of doing health promoting programs aimed at modifying individual behaviours within a setting as opposed to multiple interventions aimed at modifying the conditions of the setting or even the factors or conditions underlying the setting. Poland et al (2009) have addressed this by providing a framework for planning and delivering multiple interventions in settings that are aimed at the whole setting or underlying conditions.


The Terms of Reference for  this Interest Group are ask follows:  


Support the development of the whole system settings approach, acknowledging its potential to contribute to the promotion of health, wellbeing, education and sustainable development, and to the pursuit of equity within and between countries, in the context of globalization and other 21st century forces.

  1. Facilitate the development of, and communicate, healthy settings theory, policy and practice at international and national levels.

  2. Build bridges and enable shared learning between settings-specific programs, networks and collaborating centers, and with relevant professions and sectors, at international and national levels.

  3. Ensure that further development of the settings approach does not exacerbate inequities in health that may arise from a strong focus on traditional settings such as schools and workplaces, in which certain groups may be systematically under-represented/excluded (e.g. excluded young people, homeless, unemployed).

  4. Ensure that the settings approach develops in ways that ensure relevance within the context of  globalization and other 21st century forces.

  5. Strengthen the knowledge and  evidence bases for healthy settings by promoting a culture of evaluation, learning and development.

Component  Tasks
  1. Strengthen the position of healthy settings within national, regional and international policy and action – through establishing and maintaining an ongoing dialogue with WHO, other UN agencies and relevant international and national bodies.

  2. Develop as a facilitating hub and broker for healthy settings networks and collaborating centers – building capacity, capability and connectedness.

  3. Build capacity amongst, and encourage collaboration and exchange with, professions and sectors outside of ‘health’ that play a key role in healthy settings development and in shaping how settings promote health and sustainability (e.g. planners, architects, environmental groups, consumer protection).

  4. Facilitate ongoing dialogue, debate and networking through inputting to and influencing the planning and delivery of interim conferences and other events.

  5. Contribute to the generation, exchange and ongoing development of knowledge, learning and evidence through research and evaluation.

  6. Support and facilitate capacity-building, networking, dialogue, debate and knowledge exchange and interaction in the field of healthy settings through the development of web-based technologies.

  7. Encourage and facilitate the development of health promotion in new and emerging settings.

  8. Advocate for an explicit equity lens to address mechanisms and practices of exclusion within and between settings, and to bring attention to non-traditional settings (especially those in which marginalized groups are to be found).

  9. Prioritize access and inclusion through operationalizing these activities in at least the three IUHPE  languages.