Introduction:
The school context is part of a stage of human development in which habits and values that reflect a lifestyle are incorporated. Thus, lifestyle in human development may undergo variations according to social relations, interaction with the cultural environment and the individual or collective living conditions of the person.

Objective:
To analyze the trend of lifestyles in the current school context based on a systematic documentary review.

Theoretical Framework:
Human development lasts a lifetime, and each stage has its own characteristics and values that reflect people's lifestyles. In addition, given the characteristics of human development in childhood and adolescence, the school is presented as a scenario to approach the understanding of the habits that lead to the configuration of lifestyles and from there, generate strategies that favor the integral education of students.

Methodology:
A descriptive qualitative method was used through a Systematic Review (SR) based on the items proposed in the PRISMA Statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses): a) Search for information; b) Identification of the sample; c) Selection of the studies; d) Choice of the studies; and e) Interpretation of the findings. As a source of information, we used papers published in the Medline, Complementary Index, Academic Search Ultimate and EBSCO databases. In addition, 65 articles published between January 2020 and February 2024 were included and classified into 4 categories: Body Practices (BP); Nutrition (NU); Preventive Behaviors (PB); and Sleep Quality (SQ).

Results:
In general, from the selected documents, a trend is evident in the bibliometric indicators where 56% (n=36) of the publication period is between the years 2022 and 2024, shows an emphasis on the promotion of a healthy lifestyle, which is related to the Covid-19 pandemic. Similarly, the publication by continent shows 54% (n=35) for America, followed by 37% (n=24) for Europe, which indicates an evolutionary propensity of lifestyle in the school environment from a globalized perspective to the specificity of human development of each continent. On the other hand, from the lexometric analysis, it is evident the frequencies of terms that configured 4 categories related to lifestyle in childhood and adolescence, which are predictors of quality of life in the future: BP (24.6%; n=16), involves innate motor bodily movements and exercises that reflect the experiences, the senses and the internalization of an action; NU (24. 6%; n=16), involving the intake of necessary foods to maintain optimal body function, preserve or restore health, and minimize disease risk; PB (26.2%; n=17), encompassing voluntary or involuntary actions, which can lead to protective consequences for health; SQ (24.6%; n=16) defined as a good night's sleep and functioning well during the day affects school activities. As a result, the school context needs to promote socioemotional well-being and healthy living habits for the integral education of students.

Conclusions:
The results derived from SR made it possible to identify an integral education trend within the framework of human development, specifically in the stage of childhood and adolescence, towards the promotion of healthy lifestyles in the educational context as a strategy for care, promotion, prevention and awareness of physical, mental and emotional well-being aimed at future quality of life.

Keywords: Lifestyle, School Context, Integral Education.