We live in an individualized era. Responsibility for handling problems within complex S|E|H-fields such as health and sustainability are placed on the individual rather than on the society.

Furthermore, young citizens often have a pessimistic view on the future with no clear solutions on problems. We also know that students are exposed to social media and “alternative facts”. Phenomena as eco-depression, health-depression and cognitive dissonance are put forward by S|E|H- researchers as something that often can be found among young citizens.

School can combat eco- and health depression by using a holistic scientific perspective. This means that a pure scientific perspective on health and sustainable development must be complemented by an action competence perspective. In this respect is the concept of framing is central. School should give good examples of how challenges and problems historically have been and, in the future, can be tackled by individuals as well as by societies and political institutions. By this, school promotes action competence and hope.

The presentation will use societal historical and contemporary S|E|H- cases and illustrate how these can be transformed into classroom practices. The presentation will discuss how the concepts of framing, responsibility and democratic politics contributes to Scientific Holism in a new Science|Environment|Health pedagogy.