School Health Promotion Programs Research Articles

Exploring the Threefold Viewpoint on Children's Oral Health in a Cross-Sectional Study.

Oral health is situated within the framework of the global health agenda, addressing facets pertaining to well-being and quality of life. The research is based on the need to address variables at the community level to improve schoolchildren's oral health and promote healthy behaviors and aims to carry out an in-depth analysis from the perspective of the factors that influence children's oral health. Step 1, designed by the World Health Organization, was utilized. An easy-to-use web interface was created for data collection. The statistical analysis consisted of using multinomial and binominal logistic regression models. The level of education of the adult has a high probability of influencing the consumption of unhealthy or healthy foods, it has a significant probability of exerting influence on social or medical problems and a correlation was found between the level of academic education and the pattern of dental visits. The development of health-promoting behaviors begins in childhood and involves parents, who have an essential role in the education of their children. Oral health promotion programs in schools need to target the child-adult-teacher-dentist relationships. Taking into consideration the aforementioned, a threefold viewpoint is necessary for the development of a national program aimed at promoting the oral health of schoolchildren in Romania.

Children's experiences during their first dental visit: A qualitative study.

While the child's first dental visit can shape his/her attitude towards further treatments, little consideration has been given to exploring this experience from the child's perspective. Therefore, the aim of the study was to delineate the experiences of the first dental visit of children based on self-written stories in their own words. Qualitative study conducted as part of the oral health promoting school program in Isfahan city, Iran. Data collection was based on the responses to a question included in the programme's printed educational content. Schoolchildren were asked to explain about their experiences of their first dental visit in a story. Two researchers read the stories separately and identified concepts and themes. In a discussion panel gained consensus about the main themes. Then the researchers integrated and grouped together similar themes to new categories. Categories originating in the data provided insights into and explanations of factors that might influence the schoolchildren's experience in the dental office. Sampling continued until saturation, when no new codes appeared in the data. The childrens' stories were imported in the MAXQD software and analyzed to retrieve the main categories and themes. Factors that influenced experiences appeared to be idiosyncratic, but could be classified into three categories: the person accompanying the child, child and dentist-related factors. Two sub-categories of the person accompanying the child were the role of person in their treatment and the types of persons accompanying them. Dentist-related factors included three more sub-themes of applied behavioral management techniques, their role in oral health education, and organization of the office environment. The three sub-themes of children's related factors were experiencing fear, remembering the details of their experience, and type of care received. Although the method was limited to the qualitative written stories of children and there was no opportunity to explore more and consider the detailed opinions by face-to-face interviews, some noticeable elements were mentioned by children. The person accompanying the child, child and dentist-related factors were three main categories obtained from the data.

Key factors affecting health promoting behaviors among adolescents: a scoping review

BackgroundHealth-promoting behaviors have been noticed recently as one of the most critical factors in raising life expectancy, which can be formed during adolescence. Thus, the current scoping review aimed to identify the key factors affecting health-promoting behaviors among adolescents.MethodsIn this scoping review, we searched multiple English online databases, including PubMed, Web of Science, Science Direct, ProQuest, and Scopus, for articles published between 1977 and 2020. All eligible studies describing health-promoting behaviors in adolescents were included. We followed the JBI guideline for conducting a scoping review and increasing the study’s rigor. Extracted data were synthesized through inductive approaches.ResultsA total of 3199 articles were identified during the first phase. After the screening process, 20 articles were found eligible for final inclusion. Educational factors (individualized education and school health promotion programs), Economic factors (income, economic incentives and national health insurance), Social factors (support system, responsibility and peers), Spiritual, Psychological and Personal factors (gender, family structure, patterns of living, and medical problems) were found effective in health-promoting behaviors among adolescents.ConclusionsHealth-promoting behaviors among adolescents require careful consideration. The current review identified some fundamental factors affecting health-promoting behaviors in adolescents. Based on the findings, it is recommended that policymakers and healthcare providers develop several interventions based on identified factors to increase adolescent’s health-promoting behaviors among adolescents.

Reducing Organizational Cynicism in Health Promoting Girls' Schools: A Grounded Theory Approach

Background: Organizational cynicism is a negative attitude toward the organization. The design of health promoting schools (HPSs), one of the indicators of which is the creation of mental health for school staff, can reduce cynicism.
 Methods: The present study used a qualitative approach and the grounded theory (GT) method. The statistical population included all managers and assistants of secondary HPSs in Tabriz. The purposive sampling method was used, and the data collection tool was a semi-structured interview.
 Results: This research aimed to identify a model for reducing organizational cynicism in HPSs in Tabriz. According to the inclusion criteria and to reach data saturation, a semi-structured interview was conducted with eight people. Data analysis was performed based on Strauss and Corbin's continuous comparison strategy. The findings identified individuals, groups, and environments as factors affecting organizational cynicism (causative conditions). The basis and background of organizational cynicism is the internal and external environment of HPSs, which are also affected by the implementation barriers of HPS programs. 
 Conclusion: The best strategy for solving this problem is to build confidence in the design of the HPSs to attract cooperation in its implementation and create coordination between the activities of different organizations, which can lead to sustainable psychological outcomes and the success of HPSs programs.

Fidelity, adaptation and integration of whole-school health promotion within Dutch schools: a cross-sectional survey study.

Implementing comprehensive health promotion programs in the school setting can be challenging, as schools can be considered complex adaptive systems. As a first step towards understanding what works in improving implementation for which schools and under which conditions, this study aimed to examine the degree of implementation of health promoting school (HPS) programs, in terms of five dimensions of fidelity (adherence, dose, participant responsiveness, quality of delivery and program differentiation), and the dimensions of adaptation and integration. The HPS Implementation Questionnaire was distributed among ± 2400 primary, secondary, secondary vocational and special needs schools in the Netherlands. Employees of 535 schools (22.3%) filled out the questionnaire. Data were analysed by descriptive statistics and ANOVA tests. The average degree of implementation was 2.55 (SD = 0.58, range = 0.68-3.90; scaled 0-4). The lowest scores were achieved for participant responsiveness and adherence, and the highest for integration and adaptation. Schools that identified as HPS reported significantly higher overall degree of implementation, adherence, dose, participant responsiveness, program differentiation and adaptation than schools that didn't. Primary schools achieved a significantly higher degree of implementation, dose, participant responsiveness, quality of delivery and integration than other school types. In conclusion, many schools work on student health and well-being to some extent, but the vast majority have much room for improvement. Higher implementation scores for schools that identified as HPS underline the value of HPS programs. A broader perspective on health and more insight into conditions for effectiveness and implementation in secondary and secondary vocational schools are needed.

Evaluation of a school health promotion program using the holistic WHO approach

Abstract Background A school health promotion program guided by the WHO approach is implemented in approximately 40% of public secondary schools in Lower Austria. Program advisors support participating schools in developing a systematic plan for the promotion of health and wellbeing of all students and teachers. This study aimed to evaluate the effectiveness of the program and identify potential areas for program optimization. Methods We applied a non-randomized controlled cluster trial with pre- and post-measurements (T0: October 2021 and T1: June 2022). We invited students, teachers and school principals of 30 program schools (PS) and 29 non-program schools (NPS) to fill in an online-questionnaire. We analyzed data of 2706 students, 451 teachers and 47 principals. Results The study showed that PS had established more favorable structures for school health promotion (HP) than NPS (e.g., established HP-team, financial resources setting objectives). Although PS implemented more HP activities than NPS (8.5 versus 6.3 activities), they merely took place as one-time events. At student level, an advantage for the PS over time was shown with respect to two out of 19 endpoints (subjective health status [b = 0.19, p < 0.001] and uptake of additionally offered physical activity lessons [b = 0.09; p = 0.04]). In two out of 19 endpoints, an advantage was also shown for the NPS (opportunities for physical activity during lessons and breaks [b = 0.06; p = 0.001], opportunities for participation [b = 0.20; p = 0.001]). At teacher level, in five out of 25 endpoints, the teachers of PS reported more favorable results than NPS’ teachers. Conclusions A supportive structure for school health promotion may be helpful for implementing more health promoting activities in schools. However, these activities do not seem to be profound enough to have an impact on the students. Teachers would need more support in implementing HP activities. Key messages • Structures for implementing health promoting activities are in place. • However, the implemented activities did only show limited effect on students.

Conditions for implementation of whole school health promotion in the Netherlands

Abstract Background Around 35 years ago, the Health Promoting School (HPS) framework was introduced to promote student health behaviors. It is an integrated approach, including education, school health policy, health services, and a stimulating social and physical environment. Implementation of such whole school HPS programs often remains challenging due to the dynamic school system. In order to strengthen implementation and reduce heterogeneity in effects, the present study aimed to understand what works, for which schools and under which conditions. Methods In 2020, 535 schools filled out the HPS Implementation Questionnaire to determine the degree of HPS implementation, showing considerable variety. Based on their implementation scores, 21 ‘lower HPS’ and 22 ‘higher HPS’ schools (16 primary; 15 secondary; 12 secondary vocational) were recruited by Public Health Services for a visit in 2022 to examine differences. Data on implementation and 35 contextual factors (related to individuals, the school organization, HPS framework, and socio-political environment) were collected by observations, a semi-structured group interview, a questionnaire, document analysis, and field notes. Data were analyzed thematically in Nvivo, and will be followed up by Qualitative Comparative Analysis in R. Preliminary results Most evident conditions for degree of implementation were: 1) capacity (time), 2) employee attitude (mainly at primary schools), 3) program champion (mainly at secondary schools), 4) professional implementation support, 5) turbulence (e.g. merger), and 6) management support (mainly at secondary schools). Activity budgets and social support among employees were key factors as well, but did not explain differences in implementation. Conclusions In order to strengthen implementation of HPS programs, more efforts are needed to: 1) intensify support for schools in terms of time and professional advice, and 2) achieve a positive school climate among employees and management. Key messages • Implementation of HPS programs is challenging due to the dynamic nature of schools. • Offering support and achieving a positive school climate are crucial to strengthen HPS implementation in schools.

Cost components of school-based oral health-promoting programs: A systematic review protocol.

Oral health-promoting school programs play a crucial role in achieving universal coverage of oral health care, by addressing oral diseases and promoting the well-being and quality of life of children and adolescents. However, a lack of studies has evaluated the costs associated with implementing these programs, which hinders decision-makers in adopting them on a large scale. This review aims to assess the cost components involved in school-based oral health-promoting programs. This review will include studies that have conducted either partial or full economic evaluations, focusing on describing the cost components of oral health-promoting programs implemented in primary schools involving students aged 6 to 14. A systematic search was conducted across multiple databases: MEDLINE, The Cochrane Library, the Virtual Health Library, the NHS Economic Evaluation Database, Web of Science, Scopus, and EMBASE. Additionally, gray literature was searched using the Health Technology Assessment Database. Two independent reviewers will screen the titles and abstracts, followed by a full-text review based on predefined inclusion criteria. Data extraction and critical appraisal evaluation will also be carried out independently by two reviewers. In case of disagreements, the reviewer team will resolve them through discussion. The systematic review resulting from this protocol aims to provide evidence regarding the cost components and necessary resources for implementing and maintaining oral health-promoting school programs. This information can assist decision-makers in adopting these programs on a larger scale and effectively addressing oral diseases among children and adolescents. CRD42022363743.

Comparing Virtual and In-Person Implementation of a School-Based Sexual Health Promotion Program in High Schools with Large Latino Populations

Many sexual health programs transitioned to virtual implementation during the COVID-19 pandemic. Despite its devastation, the pandemic provided an opportunity to learn about virtual compared to in-person implementation of a sexual health promotion program—El Camino. This study assessed differences in program attendance, engagement, quality, and student ratings for virtual versus in-person implementation of El Camino as part of a rigorous evaluation in high schools with high Latino populations in Maryland. Drawing on positive youth development practices, El Camino helps participants identify personal goals and learn about sexual reproductive health and healthy relationships. This mixed-methods study incorporates data from performance measures, baseline and post-intervention participant surveys, observations, monthly implementation reports, and debriefs with facilitators to describe and compare virtual and in-person program implementation. At baseline, participants were an average of 16.2 years old; between 8 and 12th grade; 61% female; 79% Hispanic, Latino, or of Spanish origin; and 54% spoke mostly Spanish at home. Recruitment and retention of students outside of school classes were challenging for both forms of implementation. However, attendance was higher during in-person implementation and in schools where the organization implementing El Camino had a strong presence before the pandemic. Findings indicate high fidelity, excellent quality ratings, and positive student perceptions of the program and facilitators in both the virtual and in-person cohorts, which suggest that both forms of implementation were comparable and furthermore highlight the strength of the virtual adaptation of the El Camino program.

Evaluation of Health Promoting Schools Programme in Saudi Arabia

Background: The health-promoting school (HPS) is a WHO-sponsored framework. This national study aimed to explore the experiences and progress in implementing the HPS programme in Saudi Arabia (SA). Methods: A self-completed postal questionnaire was sent to all 42 school health departments across SA, and the response rate was 100%. Results: Forty respondents (95%) had implemented the HPS programme. Over 400 schools were involved in the HPS programme of which two-thirds were primary schools. The most common activities addressed were health education activities. Less frequently mentioned were healthy school policies, action on the social environment, and developing links with the community. Evaluation was only through internal processes. The main perceived strengths of the HPS were increasing the awareness of students and school staff and improving the school’s physical environment. The main weakness was the lack of legislation and financial support. For further development, the respondents reported the need for financial and human support. Conclusion: This study highlights the growth of the schools participating in the HPS programme. Further research is needed to develop and fully evaluate the effectiveness of the HPS framework in SA.

Measuring Implementation of Health Promoting School (HPS) Programs: Development and Psychometric Evaluation of the HPS Implementation Questionnaire.

Implementation of Health Promoting School (HPS) programs can be challenging due to the dynamic school context. Navigating between program fidelity and adaptation, as well as integrating the program, is essential for successful implementation, and consequently, for program effects. As part of an evaluation study in the Netherlands, this study aimed to develop a measurement instrument that differentiates schools according to fidelity, adaptation, and integration of HPS implementation. This study presents the development and psychometric evaluation of the 28-item HPS Implementation Questionnaire, covering 7 dimensions: adherence, dose, participant responsiveness, quality of delivery, program differentiation, adaptation, and integration. The questionnaire, to be filled out by school employees, was developed for primary, secondary, secondary vocational, and special needs education, in close collaboration with experts (n=54) in school health promotion. Semi-structured interviews aimed at dimension clarification resulted in a list of 58 items. Items were revised, combined, and/or removed based on quantitative and qualitative feedback by the evaluation study's Community of Practice, 2-round expert consultation, and pre-tests. Psychometric evaluation (n=535 schools), consisting of calculating Cronbach's α and confirmatory factor analysis (CFA), confirmed internal consistency (α > .72) and the 7-dimension framework. The brief yet comprehensive HPS Implementation Questionnaire offers possibilities for research into HPS implementation in various educational sectors and contexts, as well as self-monitoring by individual schools. This study provides first evidence for internal consistency and validity of the questionnaire.

The Perceptions of Sexual Harassment among Adolescents of Four European Countries.

Sexual harassment is a crucial public health issue among adolescents. In order to develop school health promotion programs, there is a need to involve adolescents themselves paying particular attention to their perceptions, beliefs, attitudes and practices. Therefore, the aim of this study was to explore the adolescents’ perceptions about sexual harassment as well as the ways it could be prevented. Four focus groups were conducted during an online “camp” in autumn 2021, facilitated by members of SHEHAP project research team. Participants were secondary school students from Finland, Greece, Lithuania and Portugal. The qualitative data was analyzed using content analysis. Concerning how participants perceive sexual harassment, the themes that emerged were: physically expressed sexual harassment; verbally expressed sexual harassment; virtually expressed sexual harassment; violation of self-determination. Virtual environment; school environment; public environment; familiar environment, were identified as the places where sexual harassment may occur. Finally, in regard to the participants’ views on the prevention of sexual harassment, the following themes emerged: youth education; adult education aiming teachers and parents; professional, peer and family support; official consequences; health education methods. The findings of the current study can be used for the development of school-based programs aiming to prevent sexual harassment among adolescents.

Evaluation of the Health Promoting Schools (CEPS) Program in the Balearic Islands, Spain.

Objective: To evaluate the structure, process, and results obtained by the CEPS Program. Methods: We combined quantitative and qualitative methods. We reviewed our databases, the health projects and reports sent by the schools, and the notes taken during the assessment visits to the schools. We included all the schools participating in the CEPS Program between 2014–2015 and 2018–2019 for structure purposes, but only those participating for at least two years for the process and results. We used a descriptive analysis as well as a content analysis. Results: 84 schools participated in the CEPS Program. Attrition (24%) occurred mainly after the first year. Most schools performed at least one situation analysis (88.1%) and had at least one teacher trained (73.8%). One of three obtained a certificate (35.7%) or grant (38.1%). For the process and results, we selected 44 schools. Teachers’ participation stood out (61.4% transformative and 38% representative) over the participation of other agents. The coordination of the health committee with other committees and with other local resources was a crucial element. Of the schools, 40.9% had high quality projects, 50% medium, and 9.1% low. Of the schools, 40.9% showed positive health results. Conclusion: We identified the characteristics of high-quality health-promoting schools.

Involvement of high school teachers in Health Promoting School program in selected township, Yangon Region, Myanmar: A cross-sectional mixed methods study.

BackgroundSchools provide a big opportunity for promoting the student’s health, life skill, and behavior. Teachers play a fundamental role in the promotion and successful implementation of school health services. This study aimed to assess the level of involvement in the Health Promoting School program and its associated factors and to explore the benefits and barriers to involvement among high school teachers in Myanmar.MethodsA mixed methods explanatory sequential study was conducted among 194 high school teachers in Thanlyin Township, Yangon Region, Myanmar, from June to August 2020. Quantitative data were collected with the pretested structural questionnaire and analyzed by Chi-square tests and Fisher’s exact tests. A qualitative strand was added by conducting in-depth interviews (n = 15, five teachers from each level of involvement: poor, medium, and good), analyzed by thematic content analysis.ResultsOf the 194 teachers, 23.7% had a good level of involvement in the Health Promoting School program. The factor associated with involvement in Health Promoting School program were age (p value < 0.001), duration of services (p value = 0.001), and a number of accomplished training-related school health (p value = 0.008). Qualitative data revealed that improvement of the health knowledge and awareness on health problems, the progress of healthy behaviors, development of physical and mental health, prevention of the disease spread, achievement of healthy and productive learning environment, and development of academic achievement were major benefits of teachers’ involvement. Moreover, the main barriers to involvement were insufficient materials and human resources, time constraints, incompetence of the teachers, poor cooperation of school health partnerships, and insufficient awareness of parents.ConclusionsThe proportion of good involvement in the Health Promoting School program among high school teachers was low in this study area. Providing sufficient human resources and material, conducting the on-the-job and refresher training, enhancing parent-teacher cooperation, and strengthening the community partnerships were crucial to improve the level of involvement and reduced the barriers for the achievement of the Health Promoting School program.

Primary school teachers’ contributions to oral health promotion in urban and rural areas of the Gulu District, Northern Uganda: a qualitative study

BackgroundDental caries remains the most prevalent non-communicable disease globally affecting 60–90% of children. The World Health Organisation’s (WHO) health-promoting school program offers a framework for dental intervention in low- and middle-income countries (LMICs). This study explored teacher contributions to children’s oral health in relation to the WHO health-promoting school framework in rural Uganda.MethodsSemi structured interviews were conducted with a purposive sample of 18 teachers. All interviews were transcribed verbatim and analysed thematically.ResultsMany teachers reported preparing children to practise proper oral hygiene care through skills training and demonstrations around proper teeth brushing. Teachers’ roles included raising health awareness by providing information on oral health topics using different educational methods. Many teachers mentioned performing oral health examinations on children at the school, first aid, referral for dental treatments and engaging parents, students and health workers in oral health promotion.ConclusionsTeachers play an essential role in oral health promotion in countries like Uganda. Teachers are implementing key principles of the WHO’s health-promoting school framework on the ground and need to be considered as a key public health resource. If improvements in oral health are to be attained in Sub-Saharan Africa and other LMICs, government interventions need to harness teachers’ contributions in delivering oral health promotion.

Evaluation of Social Impact Within Primary School Health Promotion: A Systematic Review

ABSTRACTBACKGROUNDHealth promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions.METHODA systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom.RESULTSA total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%).CONCLUSIONSThis systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.

Implementation of Health Promotion Programmes in Schools: An Approach to Understand Knowledge, Perceptions and Barriers

Implementation of Health Promotion Programmes in Schools: An Approach to Understand Knowledge, Perceptions and Barriers

Stakeholders’ views of supporting asthma management in schools with a school-based asthma programme for primary school children: a qualitative study in Malaysia

ObjectiveThe WHO Global School Health Initiative aimed to improve child and community health through health promotion programmes in schools, though most focus on preventing communicable disease. Despite WHO recommendations, no...

Integration of Oral Health Interventions in the Health Promoting Schools Program in Iran: A Multi-Stakeholder Feasibility Assessment

Objectives: Based on the recommendations of the World Health Organization, we investigated the feasibility of oral health interventions (OHIs) as part of Health Promoting Schools (HPS) program in Karaj city elementary schools. Materials and Methods: OHIs were accepted to be integrated into the components of HPS program by using the nominal group technique (NGT) and semi-structured interviews. Three NGT meetings were held with the faculty members of the School of Dentistry, Tehran University of Medical Sciences, and Karaj elementary school health care providers. Semi-structured interviews were held with school health executives of the Ministry of Health and Medical Education. The expert panel edited the OHIs and corrected the fragmentations, overlaps, and duplications. OHIs were sent to 24 individuals in six multi-stakeholder groups (faculty members of pediatric dentistry and community oral health departments, elementary school administrators, executive managers of Ministry of Health and Medical Education, elementary school dean and school healthcare providers). They were asked to score the feasibility of each intervention on a scale of 0 to 10. Results : Based on the mean score of feasibility (threshold: 8) the OHIs were divided into two groups of feasible and infeasible. Eighty-six interventions were feasible, with a total mean score of 8.83±0.59 out of 10. The highest feasibility score was related to “comprehensive school health education”. Conclusion: Integration of OHIs in HPS program is acceptable and feasible. The results can help policy-makers support the integration of OHIs in HPS program and encourage them to implement the program at the national level.

2.L. Workshop: Health literacy in childhood and adolescence (HLCA): A focus on health literacy in schools

Enhancing health literacy of children and adolescents is a critical means for health promotion and sustainable development. This is mainly because childhood and adolescence represent key stages for addressing health, social, cognitive, emotional and educational development and influencing health behavior and healthy lifestyles over the life-course. The education sector is particularly important, and schools represent a critical setting to facilitate health literacy teaching and learning, for example in health education classes or whole-of-school approaches. Regarding the question of what makes health literacy so important for children and adolescents these days, there are three key themes and recent developments which amplified the meaning and relevance of health literacy for public health and societies: (i) A globalizing world: Globalization and digitalization change the ways in which health is negotiated and promoted, including that today health information is almost limitlessly accessible in everyday life. (ii) The information overload: The overload of information - a.k.a. infodemic (short for information epidemic) - makes health literacy a critical skill-set in managing the overabundance of information that is available through digital communication channels; while at the same time children and adolescents are increasingly turning to the Internet and social media as sources of health information and for communication about health issues with their peers or social contacts. (iii) The COVID-19 pandemic: The pandemic has once again underlined how important health literacy is not only for understanding public health recommendations, applying health behaviours, avoiding unnecessary risks, and protecting individual, family, and population health, but also to learn about the importance of vaccination, to become knowledgeable and skilled in navigating the infodemic, and to identifying fake news and disinformation about COVID-19. The purpose of this workshop is to bring together five contemporary projects on health literacy from Germany in and with schools that reflect the above issues: (i) A cross-sectional pen-and-paper survey in primary schools on children's health literacy; (ii) A survey on adolescents health literacy; (iii) The development of a toolbox for health literacy interventions in schools; (iv) An intervention for improving adolescent's mental health literacy in schools, (v) A whole school approach and organizational health literacy in schools. Each project will be given ample time to present their findings, which will be followed by Q&A and an open discussion with the audiences. This workshop offers a forum for researchers, practitioners and policymakers interested in school related health literacy and school health promotion. By dialogue and two-way communication, vivid interaction will be ensured, allow building synergies, and facilitate networking and capacity building.Key messages Health literacy contributes to promoting and maintaining child and adolescent health in times of crisis like the COVID19 pandemic.Health literacy needs to be strengthened through investments in the education sector and school health promotion programs.