The article presents arguments justifying the need for the expansion of education and training programmes for teachers to include issues aimed at both preparing teachers for the implementation of health education in schools, as well as active development of cognitive resources and subjective psychosocial competencies (life skills) in order to maintain and improve health. Teachers, required to act as health promoters at school, should be prepared not only to fulfil educational tasks for their students, but also to preserve and improve their own health. Long-term coping with psychosocial and psychophysical workload and accompanying stress leads to many negative health consequences which are extremely serious in the teaching profession. Many-year research on stress in the teaching profession provides a solid basis for the assertion that it belongs to the group of "high-stress professions." Despite the existence of legislation requiring employers to prevent and mitigate stress hazards in the work environment, the practical solution to this problem cannot be considered sufficient. Systemic solutions are needed to ensure such an organization of the working conditions that would minimize the risk of stress and allow teachers to obtain social support and adequate psychopedagogical assistance. The main postulate of the authors is to equip candidates for the profession and practicing teachers with the basic knowledge, skills and competencies necessary for the proper care for not only pupils’ health, but also for their own health, enabling them at the same time to act as promoters of health for their students and for themselves.