In this master's thesis, I explore the (body) self-image of high school girls. As part of this, I am examining what the beauty ideals of today's society are and how they shape the daily lives of high school girls. Particular attention is given to the role of schools and educators in promoting a positive body image and a critical evaluation of the beauty ideals conveyed by the media. In the theoretical section, I first examine the characteristics of consumer society, beauty ideals, and the media, which present and shape these ideals. I then turn my attention to self-image, and more specifically, body image during adolescence. Finally, I will examine the role of schools in promoting a positive (body) self-image among the high school population. In the empirical part, through interviews with six high school girls and four educators, I explore beauty ideals, the (body) self-image of high school girls, and the role of schools in promoting it. The study incorporates the perspectives of high school girls and educators, providing broader insight into the topic at hand. To obtain in-depth responses, I used semi-structured interviews. The findings reveal contemporary beauty ideals and show that high school girls feel pressured by them yet simultaneously follow them and express a desire to distance themselves from them. Beauty ideals shape their daily lives and (body) self-image, and high school girls express general dissatisfaction with their appearance and a negative (body) self-image. The findings indicate that school is both a protective factor and a risk factor for the development of a positive (physical) self-image. Relationships with teaching staff, the involvement of counsellors, the organization of workshops on topics related to (body) self-image, and collaboration with external experts all contribute to the school's protective role. In addition to the supportive educational work already implemented, both high school students and educators see potential directions for changes that would promote the development of a positive (body) self-image: addressing such topics more frequently, organizing workshops, limiting the use of mobile phones, and incorporating the concept of empowerment into the work of educators.
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