The goal of Waldorf education is to accompany children in such a manner that they can experience healthy development and, in doing so, develop their individual potential in the best possible way.
To support teachers in this salutogenic process, it has been in the concept of Waldorf schools from the very beginning that the teacher’s perception of the individual child should be complemented by the perception of a doctor. Whereas the teacher primarily looks at the soul and spirit of the child, the school physician primarily focuses on the child's physical, mental, social and emotional development and constitution. The anthroposophic insights add a unique perspective to our understanding of children's health and developmental needs. The underlying set of principles and processes include what is called the three- and four-fold human nature, the principles of maturation and developmental steps in childhood as well as the salutogenetic sense of coherence. Such shared reflection can lead to a deeper understanding of each individual pupil’s nature and development. Educational or therapeutic measures can be derived from these insights if and when required. Following Covid, we have seen children struggle with their mental health. Moreover, the ever-increasing number of children with chronic illness, diverse learning needs, obesity, and developmental challenges makes extra support in school more relevant than ever.

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A child’s individual developmental particularities, as well as learning difficulties, can be recognized as early as possible and appropriate support can be offered based on an anthroposophic understanding of the human being.
The school doctor is an advisor to the teachers regarding all therapeutic measures that may be offered within the wider pedagogical work in everyday school life. The doctor also maintains close communication with parents.

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Traditionally,  Waldorf schools, a support group which can offer remedial teaching, eurythmy therapy, art therapy, therapeutic speech, Bothmer gymnastics and rhythmical massage works alongside the school doctor. . This 'Wellbeing Team' works closely together and can offer a comprehensive assessment in order to gain greater insights into the child and, through such insights derive at supporting measures for lasting beneficial learning outcomes.

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The task of school doctors/school health practitioners include developmental diagnostics, monitoring, support and therapy from infancy to the end of the school years. Traditionally the role includes transition from kindergarten to school, rising five assessments, assessments for admissions to school, in particular where specific needs require extra provision of support, advice and support to the safeguarding team. Adapting to today's needs in the school, the task can include establishing and/or supporting the school's wellbeing team. Mentoring members of an established wellbeing team, class observations, child study and child observations, consultations with children and parents. Although general screening lies with health visitors and general practitioners, most Waldorf schools do not have access to school nurses as is the case in most state and private schools in the UK today. Not all Waldorf schools and kindergartens have a regular visiting school doctor or an established wellbeing team. Waldorf School Health provides the support to fill this gap.