The imperative to embed preventive health education within secondary school curricula emerges as a critical vector for fostering holistic well-being and societal resilience in an era marked by escalating global health challenges and burgeoning psychosocial complexities among adolescents. This article undertakes a rigorous, multidisciplinary inquiry into the theoretical underpinnings, pedagogical modalities, and empirical outcomes of preventive health education as a transformative strategy to enhance adolescents' health literacy, resilience, and proactive health behaviours. Situated at the intersection of public health, educational sciences, psychology, and social policy, the research delineates a comprehensive framework for integrating multifaceted health promotion within secondary education, emphasising the synergy of cognitive, emotional, and social dimensions.

The study critically addresses the global and Romanian educational contexts, with particular reference to evidence-based initiatives and systemic challenges observed within Romanian secondary schools. The article elucidates the complex dynamics and contextual contingencies that shape the efficacy of preventive health education interventions through a mixed-methods approach, which includes a meta-analytical review of existing literature and qualitative field research involving educators, healthcare professionals, and student cohorts.

Findings point out the importance of a multidisciplinary approach that transcends traditional didactic paradigms, advocating for an integrative pedagogy that harnesses collaborative frameworks between educational institutions, healthcare entities, and community stakeholders. The data reveal significant improvements in students’ health-related knowledge, behavioural intentions, and psychosocial competencies, facilitated by curricula that incorporate mental health awareness, nutrition, physical activity, substance abuse prevention, and digital well-being. The study shows how important it is to train teachers, adapt content to be culturally relevant, and use new digital tools to address common issues like stigma, misinformation, and lack of interest.

The research puts forward a model that shows how educational theory and public health needs are connected, suggesting a flexible plan for including preventive health education in national education policies. This model aligns with global Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), affirming the indispensable role of education in advancing public health agendas and equity.

This article contributes substantively to the scholarly discourse by illuminating preventive health education as a fulcrum for cultivating resilient, health-literate youth populations capable of navigating contemporary health risks and fostering lifelong well-being. It offers robust, empirically grounded recommendations for policymakers, curriculum developers, and educators to design, implement, and sustain multidimensional health education programs that respond dynamically to evolving epidemiological and sociocultural landscapes.

In summ, the study not only bridges critical gaps in the literature but also articulates a visionary paradigm for secondary education reform, one that integrates preventive health education as an essential pillar of adolescent development and societal well-being in the 21st century.

Keywords: Preventive health education, multidisciplinary well-being framework, adolescent health literacy, integrative pedagogical strategies, educational public health synergies.