Poor mental health among children and teenagers in Sweden has been recognized and been described as increasing (Folkhälsomyndigheten, 2018). Folkhälsomyndigheten (2018) suggests that there has been a twofold increase of psychosomatic symptoms within the age group of 13-to 15-year-olds in Sweden. This study enlightens the importance of the health promotions within the school system where all the professions within the school should work together to improve the mental health of the students. The purpose with this study is to produce a qualitative study where our intention is to increase the knowledge regarding lesson structures as a success factor from the perspective of the student where the sense coherence-component’s comprehensibility, management and meaningfulness describe the psychological health of the students. Our study has a qualitative approach as we wish to understand how students perceive distinct lesson structures as opposed to vague lesson structures. The collection of data used for this study consists of semi-structured interviews conducted with six informants from two separate junior high schools, that have been analyzed using both a deductive as well as an inductive hypothesis. The inductive coding gave us the subcategories: stress, security, interests, and boredom. The sense coherence-theory has helped us analyze our collection of data, the results of which indicate that of previous research; lesson structure, clarified pedagogy, and participation are the success factors when it comes to the students' sense of coherence. The study also indicates that the informant’s psychological health is affected negatively by vague lessons. The study recognizes the important work being done regarding a Special education methodology and technology approach and the preventively and health promotion within our schools which only benefit from a salutarily perspective. Keywords: clarification pedagogy, lesson structure, poor mental health and sense of coherence.