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This article aims at the sociological inquiry seeking to identify meanings ascribed to the term of vulnerability by official spokespersons, to explore a novel public health policy with reference to vulnerable populations and to trace its enactment with particular attention to vulnerable populations in Greece; finally a case of contest among the state and the civil society over refugees' rights will be located against public health politics and biopolitics in the context of the pandemic Covid-19.

The interpretivist perspective towards analysis of textual data is adopted. Discourse analysis and content analysis are applied to analyze four sets of data.

The main findings show: (1) ambiguity over the terminology, (2) insufficient policy design and policy enactment towards the protection of vulnerable populations' health, (3) an illuminative case of contest among civil society and the state against infringement of refugees' human rights which may interpreted in terms of a tradition of solidarity.

The Foucauldian notion of biopolitics provides the grounds to understanding how market prevails over life at the expense of those in greater need, and how the state, serving homo economicus, intensifies instead of alleviating health vulnerabilities.

The purpose of this paper is to explore the concept of health‐related needs on a policy design and curriculum enactment basis in terms of the national school health education curriculum in Greek secondary education.

A single case study, using an ethnographic approach, was conducted in Greece, seeking to understand the continuum from policy design to curriculum enactment in respect of health‐related needs. Three sources of data were used to meet this goal: policy texts, observation, and interviews. Multilevel sampling was employed to select one secondary school as a site for “good practice”. Grounded theory coding, thematic analysis and critical discourse analysis identified themes associated with the idea of health‐related through the corpus of data.

On a policy plan level the concept of health‐related needs was coupled with and reduced to a predetermined list of health‐related subjects; and the list of health‐related topics had not been updated for long and was characterised by a rather biomedical orientation. On a school practice level the stage of needs assessment was not applied, the list of health‐related subjects advocated in the policy plan was used on a proactive, normative and top down basis, and the students' felt needs tended to be disregarded.

This study followed up the continuum from policy design to school practice regarding the concept and practice of health needs, highlighting the possibilities and the problems from both perspectives.