Objective: The objective of this study was to understand the impacts of a comprehensive wellness workshop series on parent behaviours and to assess whether this was affected by language and delivery method (virtual/in-person). Design/Setting: Culture of Wellness in Preschools (COWP) is a comprehensive early childhood obesity prevention programme that promotes a ‘culture of wellness’ by increasing fruit and vegetable consumption and physical activity in families. This study evaluated a core component of Culture of Wellness , the Parent Wellness Workshops, delivered virtually and in-person in English and Spanish. The workshops covered key topics including trying new foods, physical activity and screen time, beverages, celebrating family health, and promoting positive eating behaviours. Methods: Multiple mixed effects linear models assessed differences in pre- and postsurveys administered at the start and end of the workshop. Six health behaviour outcomes were assessed: fruit intake, vegetable intake, beverage intake, physical activity, and screen time in parents, controlling for age. Results: All health outcomes showed statistically significant improvement, except for screen time. Effectiveness did not differ by delivery method or language except for water intake, with more of an increase in water intake in adults attending virtual programming ( P = .02). Conclusions: The Culture of Wellness parent wellness workshops led to significant changes in eating patterns and physical activity in this sample of caregivers. This study fills a gap in the literature by assessing differences in health promotion programme impact across language and delivery methods, thereby informing programme planning and implementation for English- and Spanish-speaking communities.

Background: International evidence suggests that women experience a range of health and wellbeing challenges during menopause, and perimenopause. The current literature highlights the need for women to be educated about menopause, yet limited evidence exists in England about community-based menopause programmes that focus on educating women on this issue. Study’s objectives: The objective of this study was to evaluate a gender-specific (women-only) menopause-focused educational programme delivered in one English local authority area. Setting: A bespoke educational programme on menopause was delivered to women ( n = 146) living in one geographical area, via 10 voluntary and community sector organisations, between July 2023 and March 2024. Method: This mixed methods, co-produced evaluation gathered data using pre- and post-course questionnaires ( n = 51), learning logs ( n = 7), observations of meetings ( n = 5) and semi-structured interviews (professionals n = 11; course attendees, n = 7). Differences between pre- and post-test scores were calculated using the Wilcoxon signed rank test and effect sizes were identified. Qualitative data were analysed thematically. Results: The programme met its aims. The evaluation data show that this community-based, women-only educational programme was valued by delivery partners and course attendees alike, all of whom noted learning through their participation. Women as course attendees increased their knowledge and were able to use this education to improve their health. Conclusion: The programme worked well for the women who accessed it. However, it did not reach all the women who may have needed it, and it was only funded for a short while. Longer term, more sustainable educational provision to educate and inform women about menopause is required.

Background: Comprehensive sexuality education (CSE) aims to equip youth to make informed decisions about their bodies and sexuality to lead healthier lives. The nature of sexual and reproductive health (SRH) education in Canada is determined locally by provincial and territorial governments, resulting in inconsistent coverage, delivery, and quality of curricula. This study assessed the strengths and gaps of Canadian SRH curricula using the United Nations’ International Technical Guidance on Sexuality Education and offers evidence-based policy recommendations. Methods: Provincial and territorial SRH curricula for Grades 6–12 for Canadian public schools were extracted from publicly available governmental websites and examined using the 94 learning objectives across 8 Key Concept Areas (KCA) and 27 Topics obtained from the UNESCO Guidance. Each curriculum was reviewed by two researchers and given a Comprehensiveness Score (CS). The number of Guidance learning objectives addressed within a Topic was calculated as the Topic score, and the sum of the Topic scores within a KCA was reported as the KCA score. Results: The mean CS across Canada was 58.35%, with the highest score being 81.91% (ON) and the lowest being 37.23% (NWT). KCA 5 (Skills for Health and Wellbeing) (65.93%) and KCA 2 (Values, Rights, Culture and Sexuality) (63.46%) had the highest coverage across Canada, while key gaps included KCA 8 (Sexual and Reproductive Health) (51.44)%. The lowest-scoring topics were Topic 8.2 (11.54%) and Topic 1.4 (21.79%), with learning objectives on long-term parenting and relationships, and HIV and AIDS stigma and care widely missing. Conclusions: SRH curricula across Canada vary in comprehensiveness. Increasing alignment and comprehensiveness of SRH curricula across the country, while allowing for context-specific additions in each province or territory, could improve the quality and consistency of SRH education. In addition, SRH curricula should be regularly evaluated and updated as needed, ensuring they reflect societal changes and are evidence-informed.

Background: Stroke remains a leading cause of mortality and morbidity globally, with a disproportionately high impact on older adults and socioeconomically disadvantaged groups. The STROKE-CARE study aimed to develop and assess a targeted stroke awareness workshop for seniors, addressing disparities in stroke knowledge and response readiness. Methods: The study recruited 73 seniors from Bay Area communities who completed pre- and postworkshop surveys on stroke knowledge, prevention attitudes, and response confidence. The workshop included presentations, videos, and a Q&A. Paired t -tests evaluated knowledge and confidence changes, with correlations and Kruskal–Wallis tests analysing demographic associations. Results: Postworkshop results indicated significant increases in stroke knowledge (mean increase of 2.17 points, p < 0.0001), attitudes towards prevention (0.35 points, p = 0.0002), and confidence in responding to stroke events (1.51 points, p < 0.001). Improvements were observed across all demographic groups without significant differences based on age, sex, or education level. Conclusions: This community-based, targeted workshop effectively enhanced stroke knowledge, stroke prevention attitudes, and response confidence in seniors and caregivers. The approach may serve as a model for improving stroke preparedness in vulnerable populations, highlighting the potential benefits of culturally sensitive, community-based stroke education initiatives.

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.

Background: Teachers’ knowledge and awareness of childhood type 1 diabetes remains limited. Aim: To evaluate the effect of diabetes education on classroom teachers’ knowledge and awareness of type 1 diabetes. Methods: This quasi-experimental study with a pre-test and post-test included 87 classroom teachers (intervention = 42, control = 45) from six public primary schools in Türkiye. Diabetes education materials developed by the International Diabetes Federation as part of the Kids and Diabetes in Schools project were translated into Turkish and used in the study. Data were collected using a Teacher Information Form, the Type 1 Diabetes Knowledge Test for Teachers, and the Type 1 Diabetes Awareness Scale for Teachers. Data were analysed using descriptive statistics, the Shapiro–Wilk test, the Chi-square test, the Mann–Whitney U test, the Wilcoxon signed-rank test, the Student’s t -test. Results: Post-test mean ranks on the Type 1 Diabetes Knowledge Test for Teachers were significantly higher in the intervention group than those in the control group ( p < .001). Similarly, post-test mean ranks on the total and sub-dimensions of the Type 1 Diabetes Awareness Scale for Teachers were significantly higher in the intervention group than in the control group ( p < .001). Conclusion: Diabetes education significantly improved classroom teachers’ knowledge and awareness of type 1 diabetes. All school personnel – especially teachers – should receive education on diabetes and its management, and the Kids and Diabetes in Schools project educational materials may be useful as part of training interventions.

Objective: Psychosocial education forms the basis of many public health interventions internationally, with an emphasis on reducing stigma, increasing mental health awareness, and decreasing barriers to help-seeking. Despite advances in mental health care in Saudi Arabia, little is known about how health professionals perceive the impact of mental health education and its consequences. This study aimed to explore professionals’ perspectives on current mental health awareness efforts in Saudi Arabia. Methods: A qualitative descriptive design was employed which involved semi-structured interviews with 15 mental health professionals (psychiatrists, psychologists and public health specialists). Braun and Clarke’s framework for thematic analysis was used to analyse the data. Findings: Three broad themes were identified: perceptions of mental health education and awareness, including improved recognition but also sociocultural and structural barriers; critiques of existing awareness efforts, such as oversimplification, ethical dilemmas and lack of clarity; and recommendations for future directions, emphasising the value of holistic, culturally sensitive approaches and the integration of ethical and critical thinking into mental health education. Conclusion: Findings highlight the necessity of a more holistic, ethically and scientifically grounded perspective on mental health awareness in Saudi Arabia. The study provides valuable insights for policymakers, educators and professionals seeking to enhance mental health education. Further research is needed, however, to assess the effectiveness and long-term effects of current mental health awareness efforts in Saudi Arabia.

Objectives: This study aimed to assess satisfaction with family and patient education in relation to children with spina bifida, addressing gaps in the literature that often overlook family perspectives and interdisciplinary strategies. Design: Qualitative study. Setting: Paediatric healthcare setting. Method: Based on a literature review, semi-structured interviews were conducted with seven family members/relatives of children with spina bifida, six physiotherapists, and six physicians specialised in paediatrics. Interview data were analysed using inductive reflexive thematic analysis. Results: We identified four key themes from interviews with family members and relatives: (1) the need for ongoing guidance from healthcare professionals; (2) the importance of organisational and conceptual support; (3) the value of empathetic interactions with healthcare providers; and (4) the desire for informed autonomy in decision-making and care. In addition, expert interviews revealed four themes: (1) the collaborative optimisation of structured education; (2) advocacy for specialisation; (3) recognition of relatives’ proactive information-seeking efforts; and (4) the relevance of empowerment and resilience. Conclusion: This study highlights the need for ongoing guidance for the families of children with spina bifida. By developing and disseminating comprehensive educational resources, fostering cooperation between healthcare professionals and clinics, and providing emotional support, healthcare professionals can enhance the well-being of families. Cultivating resilience through informed participation and compassionate care is key to empowering families to manage the challenges associated with the condition effectively.

Background: Parents play a crucial role in shaping the development of healthy lifestyle behaviours in young children. Early Childhood Education and Care (ECEC) services are an ideal setting in which to promote these behaviours through parent communication initiatives. Aim: To evaluate the feasibility, acceptability and impact of the Healthy Adventures Book pack in increasing parent and carer capacity to support positive dietary intake, physical activity and screen use behaviours in their 3- to 5-year-old children. Methods: ECEC services in western Sydney, Australia ( n = 136) and families with 3- to 5-year-old children ( n = 258) participated in the study. Families received a pack containing health information, a vegetable-shaped toy and a storybook. They were encouraged to read the materials and help their child complete the activities. The study adopted a pragmatic pre-post mixed-methods design, with parents completing pre- and post-intervention questionnaires on demographic characteristics and readiness and confidence to support behaviour change. Process data were collected from parents and ECEC directors, and semi-structured interviews were conducted post-intervention. Data were analysed using Mann Whitney U tests. Thematic analysis was conducted on parent interview data. Results: There was a significant improvement in parent confidence to support physical activity, though no significant changes were found for other behaviours. The process evaluation indicated high acceptability; 93% of parents reported their children were excited to use the pack, 91% found it easy to complete, and 86% found it useful for learning about healthy behaviours. Conclusion: ECEC directors found the pack was well-received, easy to implement and effective in facilitating conversations with families about health behaviours.