Theoretical backgroundStudies have shown that music students face a wide range of physical and mental health issues, with elevated risks of anxiety and depression compared to the general student population. Traditionally, the field of Performing Arts Medicine has emphasized illness and risk factors. However, there is growing interest in health-promoting approaches, such as the Salutogenic Model of Health, which focuses on factors that support health. Research highlights the importance of psychological, physical, and social resources and the need for institutional support. AimThis project used a Salutogenic approach to explore music students` experiences and perspectives on health education to build bridges between theory, research, and practical applications in higher music education.MethodWe used focus group interview data collected in a previous project that examined challenges and resources related to health among music students, and evaluations from music students participating in health education courses. Results Our analysis explored music students’ experiences through the lens of the Salutogenic Model of Health, focusing on three key constructs 1) Generalized Resistance Resources (GRR), 2) Specific Resistance Resources (SRR) and 3) Sense of Coherence (SOC). 1) Among the most important Generalized Resistance Resources are positive relationships and social support from peers and educators. For music students, such supportive environments contribute significantly to their ability to master stress and maintain good health, showing the importance of community and connection within health-promoting educational settings. 2) Music students proposed establishing a course dedicated to mastering performance pressure in all music education programs. This example indicated their need for Specific Resistance Resources to support health. Such a course could contribute to strengthening health literacy within music education. 3) Music students in our project often demonstrated a strong Sense of Coherence, characterized by a clear understanding of their situation, effective mastering strategies, and a deep sense of meaning connected to their musical engagement. Greater health awareness proved beneficial in their everyday routines. Group-based physical activity was evaluated positively, and it was useful with individual follow up tailored to their specific instrument.ConclusionFrom a Salutogenic perspective, many music students demonstrated a strong Sense of Coherence through understanding of their situation, mastering of challenges and meaningful engagement. Integrating health literacy into music-specific contexts might enhance students’ ability to maintain health and promote sustainable artistic development. Social support from peers and educators are central for the development of health-promoting relationships.