Background: Pedagogical approaches that support young people's well-being and maximize their potential are among the Journal of School Health research priorities. A unique form of observational learning called biblioguidance could be a pedagogical approach.
Methods: We, a team of researchers and teachers, implemented biblioguidance book clubs with 10th-grade health education students. While the initial focus was health literacy skills, we also aimed to generate psychosocial benefits. Those benefits are the focus of the current descriptive phenomenological research. A final book club reflection captured the benefits students received and documented their transformation. We randomly selected 42 reflections from the sample pool (n = 168) and coded them via descriptive document analysis.
Results: The results indicate that the book clubs provided psychosocial benefits. Students identified with the stories and characters, gained insight into others' perspectives, lived experiences, and "ways of the world," and were, in many ways, transformed. Some students even experienced catharsis, citing hope, validation, and feeling less alone.
Implications for school health policy, practice, and equity: Biblioguidance book clubs could offer an innovative pedagogical approach to advance students' psychosocial well-being and engage them as active participants in their own learning and health.
Keywords: National Health Education Standards; biblioguidance and bibliotherapy; curriculum and instruction; social cognitive theory; young adult literature; young adults and adolescents.
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