While the current literature recognises the capacity of diverse methodologies to provide informative understandings of health-promoting schools (HPS), there is a paucity of examples to show how different research strategies can be used. We address this knowledge gap by examining the significance of a critical race theory-social constructivist bricolage or hybrid methodology for advancing understanding of the HPS frameworks. A critical race theory-social constructivist "bricolage" can provide a credible stance from which to study HPS, particularly in relation to people of colour. However, because the framework only weakly addresses the more practical aspects of the research process, we conclude by considering the role of action research as a complementary research approach.