such as Facebook, to facilitate changes in behavior and, according to our findings, this might be especially applicable for girls. The students in our study were generally positive to the use of ICT to support health-promoting behavioral change and they suggested, for example, the use of SMS to increase fruit consumption or physical activity. Sirriyeh, Lawton, and Ward (2010) suggest*based on their study where participants received one SMS per day containing either affective or instrumental beliefs*that affective associations may be effective for increasing physical activity in inactive adoles- cents. Another ICT-based intervention showed that computer-tailored advice via the internet had positive effects on physical activity levels among adolescents (De Bourdeaudhuij et al., 2010). One complication with ICT-based intervention is that almost nobody is willing to pay for the service (Verheijden, Jans, & Hildebrandt, 2008), which also was shown in our study. We think that further research with adolescents, combining health promo- tion and ICT, is needed. The second subtheme showed that the students had a clear opinion of what they could do to benefit their health; however, they sometimes chose to behave differently. The students mentioned peer pressure as a factor for instigating unhealthy beha- vior, which is consistent with a study on adolescents’ smoking habits, where the informants perceived themselves to be influenced by their peers because of the feeling that everybody who was ‘‘anybody’’ smoked (Nilsson & Emmelin, 2010). Sometimes the students in our study drew the same conclusions as scientific articles concerning the connection between behavior and consequences. They were motivated by a fear of disease, in addition to which, some of the girls mentioned a fear of gaining weight. In adolescents, sedentary behavior can be associated with obesity (Vicente-Rodr´ıguez et al., 2008) and with cardiovascular disease (Martinez-Gomez et al., 2010). There is also evidence that the propensity to adopt sedentary behavior may increase through adolescence (Hardy, Bass, & Booth, 2007). We conclude that the students in our study had a clear opinion of what they could do to ensure that they remained in good health, and the informative aspect of health education is not the only key factor to health promotion. In our opinion, we need more of an enabling perspective. The third subtheme showed that the students had suggestions about behaviors they were considering changing and had many ideas of support that could help them in that process. They emphasized the role of social support from friends. A positive influence from peers was confirmed in a study where adoles- cents conducted nutrition education, which led to an Swedish adolescents and health promotion improvement in the exposed peers’ dietary intake (Story, Lytle, Birnbaum, & Perry, 2002). They also mentioned support from parents and the parents’ role as rule setters when it comes to health promo- tion. The previously mentioned article by Nilsson and Emmelin (2010) on smoking also stated that concerned adults make a difference, and that ado- lescents expect adults to intervene. In our study, the students had experienced that their parents helped them with practical things like buying healthy food and driving them to sports activities, which is similar to the results of Trost et al. (2003), who concluded that parental support, such as financial support, transportation and encouragement are related to adolescents’ physical activity levels. A school-based study showed that a combination of environmental approaches and parental support led to an increase in physical activity (Haerens, De Bourdeaudhuij, Maes, Cardon, & Deforche, 2007). In a recently published article on stress and adolescent girls, the informants considered support from parents and friends to be essential for the reduction of stress (Haraldsson, Lindgren, Hildingh, & Marklund, 2010). Our participants also received assistance in sticking to healthy patterns of behavior from adults other than their parents, such as teachers and coaches, which is consistent with published findings (Ellonen, Ka¨a¨ria¨inen, & Autio, 2008). We agree with Sallis, Prochaska, and Taylor (2000) that including parents in adolescents’ health promotion interven- tions might be important because parents are most likely to become the gatekeepers of their children’s activities outside school hours. In the light of this, we find it sad to learn from Eccles et al. (1993) that parental involvement declines when children grow older. Therefore we suggest further research should examine the support that can be obtained from adolescents’ social networks. A potential change expressed by our students was increased physical activity and they also emphasized the importance of it being fun for them to do a health-promoting activity. An association between enjoyment and exercise level, as well as between changes in enjoy- ment and changes in exercise level, has been found by Hagberg, Lindahl, Nyberg, and Helle´nius (2009). In addition, asking and listening to youths when they talk about what is fun for them is impor- tant for their wellbeing (Bergmark & Kostenius, 2009), so, with this in mind, we conclude that making physical activity more enjoyable starts by listening to what adolescents have to say. This might be important for the long-term effectiveness of health promoting activities. Thus, we conclude that, in our study the students were already quite well informed on many aspects of health promotion, and they were able to prioritize Citation: Int J Qualitative Stud Health Well-being 2012; 7: 17726 - http://dx.doi.org/10.3402/qhw.v7i0.17726 7 (page number not for citation purpose)