Objective: Menstrual health is essential for adolescent well-being, yet boys’ and girls’ knowledge about menstruation often remains limited. Stigma, misconceptions, and the lack of formal education may discourage help-seeking and reinforce taboos and restrictions. This study evaluated a school-based educational intervention designed to improve menstrual health knowledge and attitudes among high school students. Design and setting: This quasi-experimental pre–post study involved a programme consisting of two interactive sessions: the first delivered to mixed-sex groups to build foundational knowledge and address stigma, and a second for girls only focusing on symptom management and strategies to access healthcare. Methods: Pre- and post-intervention self-administered questionnaires assessing menstrual knowledge and attitudes were completed before the first session and 1 week after the second session. Data from 113 girls and 37 boys were analysed using Wilcoxon signed-rank tests and paired-sample t -tests, as appropriate. Confirmatory factor analyses were conducted to verify the factor structure of the original and adapted versions of the Menstrual Attitude Questionnaire. Results: Knowledge scores increased significantly among girls following the intervention, whereas the gains observed among boys were not statistically significant. Results showed significant improvements in boys’ perceptions of menstruation as a natural process, and girls were less likely to deny any effects of menstruation. These findings suggest that interactive, inclusive menstrual education can positively shape knowledge and attitudes. Conclusion: This study contributes to the literature by demonstrating how school-based, gender-inclusive programmes reduce stigma, increase knowledge, and support adolescent menstrual health. Future studies are needed to address sustained changes and to optimise the use of gender-inclusive approaches.

Background: Menopause is a significant phase in a woman’s life, typically occurring between the age of 45 and 55, with physical, physiological, social and psychological effects on a woman’s well-being. Objective: This study aimed to develop and validate a Menopausal Health Education and Training Program (MHETP), and to determine its effects on the knowledge, attitudes and health-promoting lifestyle behaviours of women. Methods: This was a descriptive analytical study conducted with school teachers in Pakistan. In Phase I of the work, the MHETP was designed. In Phase II, face and content validity were assessed by nine experts from women’s health physiotherapy and gynaecology. Pilot testing occurred in Phase III with n = 24 menopausal women assigned to experimental and control groups, receiving supervised education sessions and written materials versus written printed materials only. Outcomes were measured at baseline, week 2 and week 4 and were assessed using the Menopause Knowledge Questionnaire(MKQ), the Menopause Attitude Scale (MAS), the Health-Promoting Lifestyle Profile II (HPLP II) and the Menopause Rating Scale (MRS). Results: A content validity index was calculated for the 28 sections of the MHETP content. There was no significant difference in MKQ, MAS, HPLP II and MRS scores ( p > .05) between groups over the three time periods, although there was a significant within-group improvement ( p < 0.05) in these scores from baseline to weeks 2 and 4. Conclusion: In this pilot study, a validated MHETP significantly improved knowledge, attitudes, lifestyle behaviours and symptom scores in menopausal women. The initial findings support the significance and applicability of a culturally adapted menopause education programme for women in Pakistan but indicate the need for further research to confirm the findings documented here and the programme’s potential for wider use.

Background: Whole-school approaches (WSAs) to mental health aim to promote collaborative, system-wide action by school communities to reduce stigma, raise awareness and embed mental health as ‘everyone’s business’. Although investment in such approaches has increased in England, implementation remains challenging due to variation in interpretation and the complexity of engaging diverse stakeholders. Objectives: The NHS Trailblazer programme introduced Mental Health Support Teams in schools to enhance support for children and young people’s mental health. This exploratory qualitative study examined stakeholder perspectives on the factors influencing the successful implementation of WSAs to mental health, using the Trailblazer programme as a real-world exemplar. Methods: Interviews with senior practitioners ( n = 19) and 12 focus groups with mental health practitioners, school staff, parents/carers and children and young people ( n = 29) were conducted across four educational settings in three areas of the North East of England. Data were analysed thematically using the Framework Approach and mapped post hoc onto the COM-B (Capability, Opportunity, Motivation) model of behaviour and Theoretical Domains Framework (TDF) to inform policy and practice. Results: Using the COM-B model as the organising framework (with TDF domains mapped within each component): ‘Capability’ encompassed knowledge, skills and behaviour regulation; ‘Opportunity’ captured environmental context and resources and social influences and ‘Motivation’ included social/professional role and identity, beliefs about consequences, optimism/pessimism, emotions, goals, intentions and reinforcing behaviour. Conclusions: While WSAs to promote mental health in schools show promise, their success depends on sustained investment, professional development and clarity around implementation roles and expectations. This study contributes to the literature by providing real-world insights into the implementation of such approaches, extending understanding of how national policies can translate into local school practices.

Background: School-based health promotion interventions in resource-constrained settings must align with curriculum requirements and the local context to be sustainable and effective. In South Africa, there is a need to integrate support for nutrition, psychosocial well-being, and environmental sustainability within everyday teaching and learning. Aim: This study explored the expectations of school communities regarding Wellness in Lifestyle, Intake, Fitness, and Environment (Win-LIFE), a school-based health promotion intervention designed for use in resource-constrained South African contexts. Methods: A qualitative, multiple-case design was employed using Participatory Reflection and Action (PRA) methodology to co-develop and adapt the intervention with teachers, parents, learners, and institutional stakeholders. Data were generated through document reviews, semi-structured interviews, focus groups, workshops, and observations conducted in three primary schools. Reflexive thematic analysis was used to identify patterns in stakeholder expectations. Results: Five key expectations were evident across stakeholders: namely, that the intervention should be educational and practical; that it should be aligned with the South African Curriculum and Assessment Policy Statement for Grades 4–6; that it should be grounded in cooperative learning; that it should be engaging and enjoyable for learners; and that it should be inclusive of parental involvement. Conclusion: The findings from this study highlight the importance of contextual alignment, meaningful stakeholder participation, and curriculum integration in the design of sustainable school-based health promotion interventions. The study demonstrates how schools can function as inclusive hubs for promoting health and well-being in marginalised communities.

Background: Rates of physical inactivity and obesity among children, including those in Israel, continue to rise. While childhood is recognised as a crucial stage for developing lifelong physical activity (PA) habits, the extent to which the school environment and individual pupil characteristics are associated with leisure-time physical activity (LTPA) is not yet well understood. Objective: This study aimed to explore which characteristics of pupils and elementary schools in Israel were associated with the frequency of pupils’ LTPA. Methods: This cross-sectional survey included 1,398 pupils (aged 10–12 years) and 134 parents across 29 schools. Fourteen of them were Health Promoting Schools (HPS), representing Jewish secular, Jewish religious and Arab populations across Israel. The survey questionnaire examined pupils’ LTPA and potential related factors, including school population group, school climate, school health policies, parental involvement and the integration of PA into school routines. Data were also collected on pupils’ socioeconomic background, gender and school’s recognition as an HPS. Results: LTPA was significantly associated with pupils’ engagement in school sports activities ( p < .001) and a positive school climate ( p < .001). Boys engaged in significantly more LTPA than girls ( p < .001). However, socioeconomic status, school affiliation with the HPS initiative and population group were not significantly associated with LTPA. Conclusion: Integrating sports activities into everyday school routines, fostering positive school climates and considering gender differences are essential factors for enhancing LTPA among elementary school pupils. Furthermore, being an HPS, having high socioeconomic status and implementing health-promotion policies in the school do not necessarily guarantee higher frequency of LTPA among pupils.

Objective: This study aimed to assess high school adolescent female students’ knowledge about breast cancer and breast self-examination (BSE) and to determine the impact of a structured education programme on knowledge levels. Method: The study was conducted using a quasi-experimental, single-group pretest–posttest design. A total of 178 female adolescents studying in the city centre of Bartın were included in the study. A two-part form measuring the participants’ demographic characteristics and their knowledge levels about breast cancer and BSE was used as the data collection tool. The education programme consisted of two modules, the first focusing on breast cancer awareness and the second on promoting knowledge of BSE, and was implemented face-to-face in the school setting. Results: Of the 178 individuals who participated in the study, 50.6% were in the ninth grade. The mean age of the adolescents was 14.8 ± 0.6 years, and their mean age at menarche was 12.4 ± 1.1 years. Following the education, a substantial enhancement was evident in the students’ knowledge of breast cancer (4.2 ± 1.3→6.8 ± 0.9), their awareness of misconceptions (2.1 ± 1.1→4.5 ± 0.8), their cognisance of screening and early diagnosis (2.8 ± 1.0→5.6 ± 0.7), their practices regarding BSE (1.9 ± 0.9→4.9 ± 0.8), and their total score (11.0 ± 2.6→21.8 ± 2.1) ( p < .001). Conclusion: The education programme significantly increased adolescent female students’ knowledge of breast cancer and BSE and raised awareness of early diagnosis and preventive health behaviours.

Background/Objectives: The objective of this study was to determine the efficacy and effectiveness of video education in a neonatal intensive care (NICU) setting and examine family engagement and satisfaction with video interventions. Currently, the families of preterm infants in Aotearoa New Zealand receive verbal and written information during their NICU stay. Parental stress and low health information fluency can prevent family members from connecting with the resources. Educational videos have been successfully used in other patient care settings and could be used in NICU to support the provision of oral and written information. Methods: The PRISMA-ScR model was followed to conduct this review. A literature search was conducted using Scopus, Academic Search Complete, PubMed and Google Scholar. Studies that examined videos used in NICU settings for family education, published from 2009 to 2025 and available in English, were included. Results: Initially 9,422 studies were identified, and eight full-text studies met the inclusion criteria. The studies were published between 2012 and 2022 and were primarily conducted in North America. Four studies used qualitative methods, and four used quantitative methods. The eight studies had a variety of foci – breastfeeding, infant care and needle puncture procedures – and investigated the effects of educational videos on family knowledge, confidence, implementation of taught strategies and how they received the education. The results suggested that video education can be effective when used in an NICU setting. Conclusion: Video education interventions in NICU have the potential to increase family knowledge, family implementation of taught strategies and satisfaction. Further research is required however to determine the impact of video education on infant outcomes and ongoing engagement with healthcare systems. To maximise efficacy, creating resources that are culturally relevant is essential.

Background: This discussion paper addresses the health education implications of the enduring ‘monogamy-superiority’ myth – in the form of the assumption that monogamous relationships are inherently healthier, more stable or more fulfilling than consensually non-monogamous (CNM) arrangements. Summary of Evidence: Drawing on recent evidence, we highlight how relationships and sexual satisfaction do not differ significantly between relationship structures. Despite this, individuals in CNM relationships often encounter stigma, discrimination and structural barriers, which can negatively influence their well-being and deter open communication in healthcare and educational settings. Implications: For health educators and practitioners, these findings highlight the importance of inclusive, evidence-informed approaches that acknowledge relationship diversity as a legitimate and healthy variation of human intimacy. We outline key implications for practice, including challenging the personal and institutional biases that privilege monogamy; fostering safe environments that encourage open disclosure; integrating accurate information about consensual non-monogamy into health education and professional training; and advocating for structural changes that better accommodate diverse relationship configurations. Conclusion: Shifting the focus from relationship structure to the quality of communication, consent and mutual respect within relationships will allow health education to play a role in dismantling stigma and supporting more equitable and person-centred care. Embedding these perspectives into curricula, community programmes and clinical practice not only improves the experiences of people in CNM relationships but also strengthens health systems’ capacity to deliver responsive, culturally competent care.

Objective: This study aimed to evaluate university students’ attitudes and awareness towards Tai Chi and Qigong, and to explore their interrelationship as well as the influence of demographic variables. Design: A cross-sectional survey was conducted to gather quantitative data on students’ perceptions of Tai Chi and Qigong. Setting: The study was implemented across five public universities located in eastern, central and western regions of China, representing diverse geographic and cultural contexts. Methods: A cross-sectional survey design was adopted, using a bilingual questionnaire distributed online via Wenjuanxing. A total of 378 valid responses were analysed. The instrument assessed demographics, attitudes (via 10-point Likert-type scale) and awareness (via 10-item knowledge test) of Tai Chi and Qigong. Data were analysed using descriptive statistics, t tests, Pearson correlations and multivariate analysis of variance (MANOVA). Results: Students demonstrated generally positive attitudes, scoring 32.8 ± 8.80 for Tai Chi and 30.9 ± 9.81 for Qigong, with a statistically significant difference ( p = .005). Awareness scores were moderate to low: 45.4 ± 16.1 for Tai Chi and 53.3 ± 18.9 for Qigong, also significantly different ( p < .001). A positive correlation was found between attitudes and awareness for both Tai Chi ( r = .43, p < .001) and Qigong ( r = .39, p < .001). Demographic variables, particularly prior learning experience and source of exposure, significantly influenced both constructs. Conclusion: Despite positive attitudes, students’ awareness of Tai Chi and Qigong remains limited. Educational initiatives should prioritise evidence-based integration and awareness-building strategies within university physical education programmes.

Background: Organ donation is vital for sustaining the lives of individuals with organ failure, yet transplant rates remain low in Türkiye and globally. While nurses have a key role to play in public education and supporting donation decisions, limited research has explored nursing students’ metaphorical perceptions of organ donation – an approach that can reveal underlying values, beliefs and professional attitudes. Aim: To explore nursing students’ perceptions of organ donation through metaphor analysis, providing insights for nursing education and public awareness strategies. Method: This descriptive qualitative study, grounded in Conceptual Metaphor Theory, was conducted with 205 undergraduate nursing students at a university in Ankara. Data were collected using an open-ended form in which participants completed the sentence: ‘Organ donation is like . . . because . . .’. Using purposive sampling, 63 invalid metaphors were excluded, leaving 142 valid responses. A five-stage thematic analysis was undertaken, involving metaphor identification, categorisation, thematic structuring, validation and reporting with illustrative quotations. Results: Analysis identified four main themes and eight subthemes: Life (‘giving life’, ‘being’); Hope and Future (‘a light in despair’, ‘expectation of a new beginning’); Altruism and Sacrifice (‘giving selflessly’, ‘responsibility to do good’) and Rebirth (‘a second chance’, ‘returning to life’). Common metaphors included ‘water’, ‘hope’, ‘rebirth’ and ‘sharing’. Conclusion: Nursing students conceptualised organ donation as a holistic act encompassing emotional, ethical and humanistic dimensions, often linking it to continuity of life and hope, and second chances. These findings highlight the value of incorporating metaphor analysis into nursing curricula to foster ethical awareness, empathy and advocacy skills. Public awareness campaigns should also integrate values-based messages that emotionally engage target audiences.