When Prof. Aaron Antonovsky, founder of the Salutogenic Model of Health, grew up in the shadow of war and hardship, he wasn’t satisfied with simply asking, ‘What makes people sick?’ Instead, he flipped the question: «What enables people to stay well, even in the face of chronic stress or trauma?»

This question partly emerged from his encounters with Holocaust survivors — many of whom, against all odds, were living full, resilient lives (Antonovsky, 1987). How was it possible that some people endured such extreme conditions and yet maintained mental and physical health?

In his words, «life is inherently full of stressors» — but that doesn't mean that stress itself is to blame. What truly matters is how we cope with it, and what internal and external resources we draw upon to navigate life.

Antonovsky’s insight wasn’t just a health revolution—it became a framework for life. His cross-cultural research laid the foundation for two core concepts: the Sense of Coherence (SOC) and the General Resistance Resources (GRRs).

The Sense of Coherence (SOC) is made up of three main components:

• Comprehensibility – Does the world make sense to you?
• Manageability – Do you have what you need to deal with what life throws your way?
• Meaningfulness – Do you feel that life’s challenges are worth facing?

The General Resistance Resources (GRRs) represent the resources we can rely on at the
individual, family, societal, and cultural levels. These include: 

• Material resources
• Knowledge and intelligence
• Ego identity (a flexible yet integrated sense of self)
• Coping strategies
• Social support
• Commitment and connection to one’s cultural roots
• Cultural stability
• Ritualistic activities
• Religion and philosophy
• Preventive health orientation
• Genetic and constitutional strengths
• An individual state of mind

Learning as a Health-Promoting Process

Research shows that education, when carried out well, can actively promote health — not just teach about it (Nilsson & Lindström, 1998). Schools that emphasize meaningful learning, supportive relationships, and clear structures help foster well-being. Thus, health is seen as a dynamic, multi-dimensional process — not just physical, but also mental, social, and spiritual (Langeland et al., 2022).

Waldorf education, in many ways, can build meaningful dialogs with Antonovsky’s broader vision, in particular filling the research gap on the relevance of spirituality and health.

In 2006, during the Kolisko Conference Education – Health for Life, Dr. M. Glöckler referenced R. Steiner’s «seven conditions» for a fundamentally ethical stance (CW 10). «The first condition is the directing of the attention to the advancement of bodily and spiritual health» (Steiner, 1909). These conditions are notably relevant for educators committed to supporting the physical, soul, and spiritual development of children. Glöckler emphasizes that «the teacher will be the key for modern preventative medicine and education will, like Steiner said, become a gentle healing» (Glöckler, 2006). 

The «highest endeavour» of Waldorf education «must be to develop free human beings who are able of themselves to impart purpose and direction to their lives» (Steiner, 1927), a goal pursued «…by awakening spirit and soul in children, in such a way that teaching becomes health-permeating, stimulating growth and strength for all of life.» (Steiner, 1923) 

Exploring these elements in the Waldorf context 

The pilot study «Resilience and Pedagogy» intends to explore how Waldorf education supports students’ resilience and Sense of Coherence over time. Through long-term, multicultural, and ultilingual surveys and interviews, the aim is to understand how young people grow academically, emotionally, socially, and spiritually.

We are using both quantitative and qualitative methods. Currently, we have developed an online platform for comparative surveys, and two key measurement scales have been adopted:

1. The Sense of Coherence Scale (Antonovsky, 1987) – to understand how individuals perceive and respond to life’s challenges.
2. The Child and Youth Resilience Measure (Ungar & Liebenberg, 2011) – a measure of the individual, relational, communal, and cultural resources that foster resilience.

Both tools have been widely tested and translated. Using these well-developed scales in the pilot study not only strengthens academic dialogue but also fosters cross-cultural conversations. As we explore these elements through the pilot study, we look forward to integrating feedback and findings to develop the Waldorf Global Panel Study (GPS) beginning in 2026. 

Calling Waldorf Teachers from Around the World

Our survey for the pilot study is now live! We warmly invite Waldorf educators worldwide — whether you're a class teacher, tutor, or working in other supporting roles — to participate in our first multicultural and multilingual survey. 

Your insights will help us understand how education can truly serve as a foundation for health, meaning, and resilience. We believe resilience isn’t just a trait — it’s something that grows through relationships, rhythm, and meaning, and we are eager to explore how Waldorf education can help young people thrive.