In order to gain an understanding of how schoolchildren acquire health knowledge, navigate in risks associated with health communication and form individual health strategies, this presentation discusses a concept of communicative (health)identity that corresponds with the complexity of schoolchildrens everyday life. The presentation focuses on sociological evaluations of two creative and participatory approaches to health promotion aimed at schoolchildren: A health-theatre for 6-9 year-olds and an interactive computergame for 13-15 year-olds. In both projects it is significant that the processes of developing identity and acquiring knowledge is strongly related. The presentation discusses: • How the complexities in school(and outside) make children feel insecure due to associated risks – and how this insecurity influences their identity-development. • How risk, uncertainty and insecurity create a self-referential process of developing identities and strategies that define how the children navigate in health-communication and how they act upon this. • How different levels of genuine participation can influence this process. • How creative and participatory interventions can be used as communication- and information-tools that make the children relate to health-information in new ways and how this results in changes in their health-strategies and health-identities.