This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various "promotion" and "prevention programmes" have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of "health," "value base" and "communication" have been employed in authoritative national documents over the two last decades. For our analysis, we draw on "speech act theory," with a focus on linguistic "performativity," as we have been interested in analysing how concrete authoritative actors have "performed" various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.