| Resumo: | Introduction: The growing migration volume of young people is a challenge for health policies. The literature points to the school context as primary for promoting health literacy, developing the cognitive and social skills that determine the motivation for decision-making. School community is, from this perspective, crucial as a driver for an empowerment strategy for young people´s health literacy. Objective: Map the contributions of the school community in the health decision-making process of indigenous and migrant young people. Methods: Scoping Review, according to the Joanna Briggs Institute framework. Research was carried out on the CINAHL platforms via EBSCO, PUBMED, COCHRANE, Scielo, Lilacs, RCAAP, B-ON, and Google Scholar. The inclusion criteria are defined as: teaching/non-teaching staff, health literacy, and 3rd cycle teaching at school. No time limits were considered for the research. The analysis of articles, extraction, and synthesis of data was carried out by three reviewers. Results: Five articles were included in the review, all of which emphasize the role of teaching/non-teaching staff with young migrants. Three themes emerged from analysing the articles: teacher involvement, trusting relationships with young people, and teachers' knowledge and leadership capacity. Conclusion: The synergy between the influences of teachers and non-teachers is essential to empower young people, promoting more informed and conscious decision-making. |
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