BACKGROUND: School feeding interventions are implemented in nearly every country in the world, with the potential to support the education, health and nutrition of school children.
Background: Health promotion provides a key opportunity to empower young people to make informed choices regarding key health-related behaviours such as tobacco and alcohol use, sexual practices, dietary choices and physical activity.
Background: Healthy children achieve better educational outcomes which, in turn, are associated with improved health later in life. The World Health Organization’s Health Promoting Schools (HPS) framework is a holistic approach to promoting health and educational attainment in school.
HIV/AIDS is one of the most important public health challenges facing Nigeria today. Recent evidence has revealed that the adolescent population make up a large proportion of the 3.7% reported prevalence rate among Nigerians aged 15–49 years.
The idea of school health is re-imagined with an emphasis on the need for children’s health programmes to be rooted in an understanding of the social context. Such programmes must address health, nutrition and education in a comprehensive manner.
This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC).
In view of the high prevalence of HIV and AIDS in South Africa, particularly among adolescents, the Departments of Health and Education have proposed a school-based HIV counselling and testing (HCT) campaign to reduce HIV infections and sexual risk behaviour.
OBJECTIVE: An analysis undertaken jointly in 2009 by the UN World Food Programme, The Partnership for Child Development and the World Bank was published as Rethinking School Feeding to provide guidance on how to develop and implement effective school feeding programmes as a productive safety net
School feeding programs are politically popular interventions. They are, nevertheless, difficult to assess in terms of effectiveness since their impact is partially on education and partially on school health. They are, additionally, a means to augment consumption by vulnerable populations.
This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries.