The aim of the EDUHEALTH project was to identify successful school HPE teaching practices that promote social justice and equitable health outcomes. This paper addresses the implications of the EDUHEALTH project for HPE by drawing on good examples of practice to show how the participant-teachers taught for and about social justice in HPE. In this paper, we present nine different but overlapping and complementary pedagogical pillars of social justice in HPE practice as described by the HPE teachers themselves or the accounts of what we saw and recorded during our observations. The nine social justice pedagogies consist of: pedagogies of care for all students; pedagogies of understanding; pedagogies of inclusion; pedagogies that build relationships; pedagogies that foster reciprocal respect; democratic pedagogies; pedagogies for social cohesion; culturally relevant pedagogies; and explicit pedagogies for social justice. We argue that pedagogies for social justice can have  elements of humanism  that attend to the needs of students within the structures of each society, but also challenge these structures and scaffold students to reflect and act and provide them with the agency to address equity issues in their lives and the lives of those around them.