A critical evaluation of a salutogenic, wellness education programme was conducted with a group of first-year socioeconomically disadvantaged higher education students, in order to assess the value they placed on health information and wellness priorities.

This study took a mixed-methods approach utilising a quantitative–qualitative design. Quantitative analysis regarding the values placed by the students on 22 aspects of health-related information and qualitative analysis of their health priorities drew on findings from a semi-structured researcher-generated questionnaire, administered pre-, post- and 15-week post-post-intervention.

The setting was a higher education institution in the Eastern Cape Province of South Africa. Participants were 34 first-year consumer science students, who engaged in a year-long, salutogenic wellness programme.

Findings revealed an increase in the participants’ value of health information for a number of wellness variables. Future planning, positive thinking and nutrition ranked high among wellness priorities, the reasons for which were disease prevention, as well as the impact of various aspects of health on participants’ future success.

A holistic, salutogenic, wellness education programme increased student values for information with regard to a number of health variables.