Objective: This study evaluated the effects of the Let’s Go! 5-2-1-0 programme on adolescents’ nutritional habits, physical activity levels and body mass index (BMI). Methods: Conducted between May 2022 and January 2023, this quasi-experimental study took place at two middle schools in Istanbul. A total of 150 adolescents participated, with one school designated as the intervention group ( n = 75) and another as the control group ( n = 75). The intervention group received six training sessions. Data were collected using a Descriptive Characteristics Form, a Healthy Habits Questionnaire, a Physical Activity Questionnaire and anthropometric measurements (height and weight). Demographic characteristics of the intervention and control groups were compared using Chi-square and t-tests, while Mann–Whitney U and Wilcoxon signed-rank tests were employed to analyse differences in pre-test, post-test and follow-up scale scores between groups. Results: Subsequent to the programme, the intervention group exhibited a significant decrease in the proportion of students with a BMI greater than 85. Improvements were noted in the consumption of low-fat milk, whole milk and 100% fruit juice, along with increased breakfast frequency, family meal participation and water intake. In addition, there was a decrease in the consumption of soft drinks and ready-made fruit juices/sports drinks. However, no significant differences in physical activity scores were found between the intervention and control groups. Conclusion: The Let’s Go! 5-2-1-0 programme promoted healthy eating habits and reduced BMI among adolescents. Nonetheless, its effects on physical activity were limited. Study findings suggest the need for the further development of physical activity initiatives within schools to encourage more active lifestyles among students.

Objective: This study aimed to compare the knowledge levels of mothers who received education on home accidents and prevention for children aged 0–6, delivered either face-to-face or via social media, and to evaluate the effectiveness of this education. Design: Quasi-experimental study with a pre-test/post-test control group design. Method: Mothers of children aged 0–6 attending an outpatient clinic, who consented to participate in the study, were assigned to three groups (face-to-face education, social media, control) based on days of the week they attended, with 60 participants per group, totaling 180. All mothers completed a personal information form and the Identification of Safety Precautions for Home Accidents Scale for children aged 0–6. Face-to-face sessions were held in groups of five; social media education was shared on Instagram over 21 days, with no intervention for the control group. After 21 days, mothers completed the scale again. Results: The post-test scale scores of the face-to-face and social media education participants were higher than those of the control group. Among those receiving face-to-face education, the mean post-test scale scores were higher than those of the social media group. Conclusion: In this study, education provided to mothers on home accidents and preventive measures, both face-to-face and via social media, showed efficacy. Diverse methods can be employed to provide mothers with education about home accidents and home accident prevention. Future studies may find the use of social media particularly suitable for engaging larger groups.

Introduction: Rabies is a viral zoonotic disease which kills 59,000 people worldwide annually, 40% being children under the age of 15. Dogs are the main reservoir species for disease transmission. This study assessed the short-term impact of a single, creative teaching style education workshop on children’s knowledge and understanding of rabies prevention and avoiding bites from dogs. Workshops were delivered by the Bali Animal Welfare Association in the Indonesian province of Bali, where rabies continues to pose a considerable threat to human life. Method: The study used a quasi-experimental design. A total of 349 children aged 8–12 years in schools in the Gianyar regency were randomly assigned into two groups to complete multiple-choice quiz either pre or post intervention. The outcome assessed was learners’ understanding of rabies prevention. Findings: Results showed a significant positive effect of a workshop, with a Cohen’s D of 3.3; a large effect size ( p < .01). Those that completed the questionnaire after the lesson had significantly higher scores (mean score = 8.82 ± 1.36) than the group assessed prior to the workshop (3.63 ± 1.72). Conclusion: This study highlights the effectiveness of a single workshop in improving knowledge and understanding of rabies prevention. It also explores the value of creative teaching methods for their potential to improve children’s understanding of rabies. Further research is needed, however, to evaluate long-term impact and ensure that desired influences on human behaviour change are achieved.

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: 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.

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.