Aims To explore teachers' perspectives on incorporating oral health education within schools, since its statutory introduction in the National Curriculum in England in 2020.Methods An online survey including open and closed questions was designed and distributed via postal invitations to selected schools in North West England, and via social media between September 2024 and January 2025. Quantitative data were analysed descriptively, while directed content analysis was used for free-text responses.Results Fifty-four responses were received. Oral health education was reported as inconsistent with different methods and frequencies of delivery reported; 21% (n = 11) teachers taught the topic less than once a year. Challenges included lack of curriculum time (44%, n = 23), and resources to help deliver (27%, n = 14) or plan the teaching (19%, n = 10). Most teachers (93%, n = 50) expressed confidence in their oral health knowledge, but free-text responses highlighted that teachers valued dental professionals' involvement with schools, and parental engagement to reinforce oral health at home.Conclusions Oral health education in schools remains inconsistent despite statutory requirements. Sustainable resources and multi-agency partnerships can help embed oral health promotion within a whole-school framework.

Intermittent preventive treatment for school-aged children (IPTsc) is a newly recommended malaria chemoprevention strategy targeting populations that increasingly sustain malaria transmission in sub-Saharan Africa. Ghana recently added IPTsc into its national malaria strategy, yet evidence on community acceptability and implementation strategies in non-trial settings remains limited. This study explored perceived barriers, facilitators, and preferred implementation strategies for IPTsc in a high-transmission district in Ghana. An exploratory qualitative study was conducted in four junior high schools in the Hohoe Municipality. Data were collected through five focus group discussions (FGDs), comprising four FGDs with school-aged children and one FGD with caregivers. Additionally, three key informant interviews (KIIs) were conducted with two headteachers and the municipal School Health Education Programme coordinator. Transcripts were analysed using Attride-Stirling's thematic network analysis framework. Perceived barriers included concerns about drug origin, fear of side effects, administering medicines to asymptomatic children, tablet size and taste, and doubts about programme continuity. Facilitators centred on perceived benefits such as reduced malaria episodes, improved school attendance, lower household treatment costs, and community willingness to support IPTsc if adequate sensitisation was provided. Preferred implementation strategies included school-based delivery complemented by community outreach, administration by trained health professionals, clear communication on drug timing and food intake, and early parental involvement. In this setting, perceived acceptability of IPTsc was shaped less by doubts about effectiveness and more by concerns about trust, safety, delivery, and programme continuity. These findings suggest that context-sensitive IPTsc implementation in similar high-transmission settings should prioritise community engagement, involvement of health professionals, and adaptive delivery models that link schools with community health platforms.

ObjectiveTuberculosis (TB) remains a major public health threat, and colleges are crucial yet challenging settings for sustainable TB control. This study evaluated a standardized, student-led, multi-component intervention package designed to improve TB-related knowledge, attitudes, and practices (KAP) among college students in Zhejiang Province, China.MethodsConducted across 20 colleges from March 2022 to June 2023, this quasi-experimental one-group pre-test/post-test design study implemented a novel health education intervention package that integrated five activities. KAP data were collected using an electronic questionnaire at baseline and post-intervention. Data on TB patients and delays were collected through the Tuberculosis Information Management System. The Mann–Whitney U-test was used for delay time analysis.ResultsValid responses included 4414 pre- and 4133 post-intervention. Overall, core knowledge of TB increased from 81.6% to 83.4% (P < 0.001). Significant improvements were seen in symptom recognition and care-seeking intent (P < 0.05). Regarding beliefs, the proportion who considered TB health education in schools “very necessary” increased from 53.5% to 57.8% (P = 0.001), while the proportion willing to proactively share knowledge with others rose from 90.9% to 92.5% (P = 0.007). Regarding behaviors, the proportion of current smokers decreased from 3.3% to 2.2% (P = 0.002), and the proportion of students frequently resting after 11 p.m. decreased from 70.2% to 64.3% (P < 0.001). Voluntary care-seeking among TB patients increased from 69.1% to 76.6%, while median patient delay decreased from 3 days to 0 (P < 0.001).ConclusionThis report adds to the literature by demonstrating the effectiveness of a participatory, multi-faceted health education model within the college population. The findings provide a replicable example for campus-based health promotion and offer clear implications for strengthening institutional public health strategies.

ABSTRACT This Special Issue offers diverse critical perspectives and analyses, bringing together a range of historical case studies of school sport, physical education and health across the twentieth century in diverse national contexts. Two significant projects, mass schooling and public health, were heavily invested in by governments around the world during this period, and both projects were central in defining and managing the bodies of children and adolescents. This collection comprises twelve papers and four scholarly interviews that engage historical questions about the role of schooling in shaping constructions of childhood(s), understandings of ‘growing up’, movement pedagogies, bodily norms, meanings around health and healthy citizenship. The diverse contexts and case studies examined, highlight that some twenty-first century discourses about ‘schooling bodies’ in and through physical education, health and sport, have much longer histories which tend to be overlooked. Individually and collectively the papers disrupt linear, progressive and teleological logics and question the presentism of our fields, highlighting that schooling the bodies of children is bound to long and complex histories that intersect with changing social norms around gender, race, class and other categories and classifications through which individuals and communities were organised. These often-overlooked histories are important in rethinking the present and in expanding the methods of sociologists, educationists and other critical scholars examining sport, health and physical education.

BackgroundNoncommunicable diseases are a leading cause of premature morbidity and mortality, and many associated risk behaviors emerge during adolescence. In Pakistan, school health education remains limited and largely lecture-based, leaving adolescents insufficiently equipped to adopt healthy behaviors. To address this gap, the School eHealth Education Program Pakistan, a multimedia and mobile application–supported intervention, was developed. This study explored secondary and higher secondary students’ perceptions of the program’s acceptability, feasibility, and perceived usefulness in improving awareness of noncommunicable diseases following implementation in school settings.MethodsA qualitative explanatory study was conducted in four schools in Karachi (two secondary and two higher secondary; two all-girls and two all-boys schools). The program was delivered over eight weeks through six classroom sessions. Each 20–30-minute session included a short dramatized video, followed by guided discussion and interactive quizzes facilitated by a trained facilitator and teacher representative. Twenty-seven students were purposively sampled to ensure variation by school type and gender. Data were collected through four focus group discussions conducted after the intervention using semi-structured guides in Urdu. Thematic analysis was performed using NVivo through a hybrid deductive–inductive approach.ResultsStudents described the program as acceptable and easy to understand, highlighting the engaging dramatized videos, clear language, and supportive subtitles. Participants reported increased awareness of noncommunicable diseases and related risk factors. Some students expressed intentions to make healthier dietary choices, increase physical activity, and discourage smoking among peers. The program was considered feasible within existing school schedules and required minimal technological or personnel resources. Students suggested expanding health topics, slightly extending session duration, and incorporating additional interactive features to enhance engagement.ConclusionsThe program showed strong acceptability, feasibility, and perceived educational value in under-resourced school settings. With improvements in interactivity and integration into school curricula supported by teachers and parents, it may provide a promising model for adolescent health education in similar contexts.

In Serbia, the highest incidence rates of sexually transmitted infections (STI) are recorded among young adults. Students enter medical studies with limited knowledge about STIs and HIV because there is an absence of reproductive health education in schools. The study aim was to evaluate the association of HIV and STI-related knowledge with attitudes toward people living with HIV and condom use among medical students. This cross-sectional study was conducted in the spring of 2023. Medical students in the first and the fifth year at the Belgrade University completed an anonymous online questionnaire about knowledge of HIV/STIs, attitudes toward people living with HIV (PLWH) and condom use. Data were assessed using the adjusted linear, quantile, and logistic regression models. Overall, 402 students responded (229 in the first and 173 in the fifth year). The total knowledge score was higher among older students (median 12 vs. 9 out of 14, p = 0.001), but no difference in attitudes toward PLWH was observed (12 vs. 12 out of 19, p = 0.128). Knowledge score only at the 90th percentile was associated with stronger positive attitudes toward PLWH. No difference in condom use at last sexual intercourse was observed (62% in first year vs. 54% in fifth year, p = 0.184). Being female, not being partnered, not practicing anal sex, having some type of sex education, and not binge drinking were associated with condom use at last sexual intercourse. Only students who had the highest level of knowledge on STIs and HIV were more likely to foster positive attitudes toward PLWH. However, neither high knowledge nor positive attitudes increased condom use. Condom use remains suboptimal among medical students. It is recommended that some forms of informal sex education be introduced to secondary and higher education institutions.

Background:Declining physical activity (PA) among schoolchildren is a global issue. Schools play a crucial role in children’s PA, as they spend most of their waking hours at school. Therefore, developing an easy-to-implement school-based physical activity program is important.Purpose:This study was designed to evaluate the effectiveness of using gamified exercise in health education classes to enhance PA levels among schoolchildren.Methods:A randomized controlled pilot design was applied. Two elementary schools were randomly assigned, respectively, to an experimental group (EG; n = 47) that received a gamified fitness program with reciprocal physical education and a control group (CG; n = 44) that received reciprocal physical education only. The gamified fitness program, developed and validated by a multidisciplinary team, was delivered during health education classes. PA levels were measured using AI-wireless wrist sensors worn during schooltime at three points, including the first week (T1), sixth week (T2), and 12th week (T3) of the program. Program feasibility was assessed using participant satisfaction and analyzed using Generalized Estimating Equations (GEE).Results:PA levels at the three time points (T3-T1) were significantly different between the two groups. The results of GEE analysis revealed that daily steps (mean difference ± SE: 4,068.4 ± 1,144.1 steps), total PA (84.4 ± 16.0 min), light PA (LPA; 72.6 ± 15.3 min), and moderate to vigorous PA (MVPA; 12.1 ± 2.9 min) increased significantly more over time in the EG than the CG. Moreover, approximately 85% of the EG identified the PA program as being satisfactory and feasible.Conclusions/Implications for Practice:The results of the pilot trial conducted in this study demonstrate the feasibility of integrating gamified exercise into school health education classes and the potential of this program to increase physical activity levels in schoolchildren significantly. The success of the developed program is attributable to its multidisciplinary approach, engaging design, and focus on core strength and cardiorespiratory endurance. Gamified fitness in health education may be used to promote activity, support inclusive policies, and reduce disparities among school-age students.

Despite the growing emphasis on social determinants of health (SDH) education in medical schools, clinicians still infrequently screen for and address SDH. We developed an interactive and skills-focused workshop to enhance medical students' confidence and ability to address SDH. Preclerkship medical students engaged in a 90-minute workshop. The workshop offered a case-based didactic and a small-group patient interview simulation experience to foster students' ability to employ validated SDH screening tools, devise management plans, connect patients to social workers and resources, and document SDH using diagnostic codes. Pre-, post-, and 1-year follow-up surveys were administered to assess the efficacy of this intervention. Twenty-five students (58.3% first-year students; 70.8% female) completed pre- and postsurveys; 24 completed the follow-up survey. Students found the workshop engaging and particularly valued the small-group simulation and education on social workers and SDH documentation (>85% positive ratings). Postworkshop, students showed improved knowledge, confidence, and attitudes toward addressing SDH (P < .0001, effect size > 0.85), with a sustained increase in confidence and frequency of SDH screening after 1 year (P < .05). Qualitative feedback confirmed greater attention to SDH and biases in patient care and increased appreciation for social workers, but also highlighted a need for increased opportunity for continued reinforcement and applied learning. A simulation-based workshop can provide an easily scalable method to equip medical students with the practical skills needed to address SDH in clinical practice. Its low logistical requirements make it well suited for institution-wide adoption across large academic institutions.

The opioid and stimulant overdose crisis has increasingly intersected with queer sexual cultures, particularly through party-and-play (PnP) practices embedded within hookup, dating, and companionship apps (HUDCAs). While public health research has documented elevated risks associated with app-mediated, substance-involved sex, health education in secondary schooling has largely failed to address these realities. This conceptual article examines how curricular silence around HUDCAs and PnP functions as structural erasure, rendering queer adolescent youth – especially BIPOC queer youth – hyper-visible in risk surveillance yet invisible in curricular care. Drawing on Foucauldian analyses of power and silence, queer theory (QT), and critical race theory (CRT), the article argues that omission operates as a biopolitical mechanism that displaces sexual learning into unstructured digital spaces without guidance or harm-reduction support. Through historical parallels with HIV/AIDS education, the analysis demonstrates that educational discomfort has often preceded survivability-oriented intervention. The article concludes by proposing a queered, harm-reduction-centered framework for secondary school health education that integrates HUDCA literacy, PnP-informed harm reduction, and attention to racialized inequities, reframing education as anticipatory preparation rather than abandonment.

Nutrition education in U.S. high schools is traditionally taught from a weight-centric approach. Emerging evidence suggests the need for alternative curricula that emphasize health behaviors rather than body weight. To address this gap, a weight-inclusive nutrition (WIN) curriculum was collaboratively developed and implemented with high school health teachers. This pilot study examined the perspectives of three teachers using a small-scale qualitative case study approach coupled with researcher-led participatory action research. Interviews, teacher reflections, and classroom observation were used to triangulate data. Findings revealed three overarching themes: challenges are inevitable, opportunities exist, and effective programing requires applicable design, support, and space to unpack embedded views. Eight sub-themes further illustrated teachers' experiences and perceptions. Results highlight the need for sustained support systems and policy reform at local, state, and federal levels, as inequities related to food, bodies, and health extend beyond the classroom. Re-framing nutrition education using a weight-inclusive lens is possible; however, long-term adoption depends on WIN specific support and collaboration within schools.

Introduction: The purpose of the study was to analyze the impact of dental health education on the dental care behavior of fifth-grade students at Anak Saleh Elementary School, Malang City. Methods: The research used in this research is Quasi-Experimental Design, with a Pretest Posttest Nonequivalent Control Group Design. The research sample consisted of 54 respondents from fifth-grade elementary school students. The data analysis technique uses the paired sample t-test. Results: The research results showed that the majority of respondents had dental care behavior in the adequate category, 29 respondents or 53.7% before dental health education. The majority of respondents had dental care behavior in the good category, with 34 respondents or 63.0% after dental health education. The influence of education about dental health on dental care behavior in fifth-grade elementary school children at Saleh Children's Elementary School, Malang City with a Sig value. (2-tailed) of 0.000 &lt; 0.05. Discussion: Dental health education in elementary schools is made a routine agenda every year.

High school health education: focus on the development of self-assessment

BackgroundOral health in early childhood is vital for long-term well-being, yet dental caries is highly prevalent among young children in the United States, especially in low-income and immigrant families. Brazilian immigrants, a rapidly growing Latin American population in the United States, face distinct barriers to oral health care, such as language differences, limited access to care, and a lack of culturally tailored resources. Despite this, Brazilian immigrants are understudied in public health research. Understanding Brazilian immigrant parents’ perspectives is essential to advancing oral health equity through culturally responsive strategies.ObjectiveThis study aims to understand (1) parents’ views on the best ways to support their children’s oral health, (2) perceived barriers to oral health care, and (3) preferred methods and strategies for addressing barriers and receiving oral health education and care.MethodsThis qualitative study usedin-depth, semistructured interviews with Brazilian immigrant parents. Guided by the social ecological model, the data were thematically analyzed to identify multilevel influences on oral health behaviors as well as intervention preferences.ResultsForty-eight Brazilian immigrant parents (29 mothers and 19 fathers) participated. Most had low acculturation levels and lived in primarily Portuguese-speaking households. Parents stressed the need for early, community-based oral health education in schools and daycares. They preferred visual and digital materials, such as videos, apps, and cartoons in Portuguese to overcome language barriers. Parents spoke of language and cultural challenges, limiting access and reducing confidence in navigating care. Access to affordable dental services was a major concern. Parents supported expanded school-based services and culturally welcoming care. Notably, mothers often focused on home routines and navigating systems, while fathers emphasized community outreach and structural barriers.ConclusionsBrazilian immigrant parents called for linguistically and culturally tailored oral health programs to be offered in trusted community settings, along with improved dental care access through policy changes and expanded insurance coverage. Multilevel strategies addressing both behavioral and systemic barriers show promise in reducing disparities. Future efforts should prioritize the development and evaluation of scalable, culturally responsive models that meet the needs of Brazilian immigrant families.

Adolescents exposed to secondhand smoke (SHS) and those living with parents who smoke are at higher risk for tobacco use and adverse health outcomes. School nurses are expected to support smoke-free policies on campuses and play a prominent role in health promotion. However, few nursing studies on SHS exposure prevention have included recommended strategies for advising family smokers (AFS). This study was developed to examine the prevalence of SHS exposure among adolescents in rural areas and assess the impact of implementing a pilot program that incorporates innovative strategies for AFS. A school-based, educational intervention study was conducted in four middle schools in western coastal Yunlin County between March and September 2023. Innovative strategies for AFS were integrated into the school's health education curricula using a 6-hour secondhand smoke prevention program. Data were collected using self-administered, anonymous questionnaires. Descriptive and inferential statistical analyses were employed to examine the factors and barriers associated with AFS. Of the 1,202 adolescents who participated at baseline, 806 (51.4% boys; mean age=13.5 years) reported living with a smoker at home (67%). Among these 806, 91.4% reported family members smoked indoors, and, after completing the AFS program, 46.9% reported having attempted to advise their family members to quit smoking or smoke outdoors. The factors identified as significantly associated with AFS included being female, practicing avoidance behaviors, and witnessing smoking on campus. Only 8.1% felt their advice was successful, with common challenges including parental refusal, being scolded, and feelings of hopelessness. Also, many of the participants reported experiencing moral dilemmas, particularly with regard to cultural values such as filial piety, when advising parents. Exposure to secondhand smoke among adolescents living in rural areas is a serious issue. Teaching them strategies on how to advise family smokers may help reduce home exposure, particularly among boys. However, in Eastern cultures, advising parents about smoking presents moral challenges due to cultural values. Regulatory changes are needed to protect youths from secondhand smoke at home.

Introduction: Menstrual Health and Hygiene (MHH) education is critical for adolescent girls’ wellbeing; however, socio-cultural taboos and inadequate school-based programs in India hinder its effective implementation. Aim: To evaluate MHH education practices across secondary schools affiliated with the Secondary School Certificate (SSC), Central Board of Secondary Education (CBSE), Indian Certificate of Secondary Education (ICSE), and International Baccalaureate (IB) boards in Pune, Maharashtra, India. Materials and Methods: This cross-sectional study was conducted across all four zones of Pune district (North, South, East, and West), Maharashtra, India, from March to June 2022. The sample included 40 English-medium, coeducational secondary schools (12 SSC, 18 CBSE, 9 ICSE, and 1 IB). Schools were selected using disproportionate stratified random sampling from 68 approached institutions, yielding a response rate of 58.8%. A validated questionnaire (Cronbach’s alpha=0.82) was administered to one science or biology teacher per school to assess curriculum integration, teaching methods, content delivery, male sensitisation, and session frequency. Data were analysed using descriptive statistics with Statistical Package for the Social Sciences (SPSS) version 25.0, with significance set at p-value &lt;0.05. Results: Among the 40 schools, CBSE demonstrated the highest consent rate (18 schools; 90%) and the greatest management committee involvement (12 schools; 66.67%), whereas ICSE excelled in male student inclusion (eight schools; 88.89%). Overall, MHH education was compulsory in 23 schools (57.5%). Extracurricular activities were conducted in only two schools (5%). Lecture-based teaching predominated in SSC (four schools; 33.33%), CBSE (six schools; 33.33%), and ICSE (four schools; 44.44%), while the IB school relied exclusively on discussion-based teaching (one school; 100%). Most schools (30; 75%) conducted one to two sessions annually and 16 schools (40%) allocated no time for practical demonstrations. Conclusion: MHH education in Pune’s secondary schools primarily emphasises biological aspects but lacks practical training, extracurricular engagement, and assessment strategies. Board-specific strengths—such as CBSE’s administrative support and ICSE’s gender inclusion—offer valuable models for improvement. Standardised curricula, interactive teaching approaches, and enhanced male sensitisation are essential to improve MHH literacy and reduce stigma.

Overweight refers to a condition in which an individual’s body weight surpasses the normal threshold. Prevalence of overweight among adolescents in Jambi City has reached 8.13%. Insufficient nutritional knowledge and poor dietary practices greatly influence health outcomes and are major contributors to overweight, especially among Adolescent girl. This study sought to examine the association between nutrition-related knowledge and eating patterns with the occurrence of overweight among female students at SMAN 4 Jambi City in 2025. The study population comprised all grade X and XI female students, totaling 471 individuals, while the final sample included 83 respondents chosen through proportional random sampling. Data collection instruments consisted of a structured interview questionnaire combined with anthropometric assessments. Data were analyzed using univariate and bivariate techniques, employing the chi-square test. Findings revealed that a considerable proportion of respondents demonstrated low levels of nutritional knowledge (35.0%), more than half displayed unhealthy dietary habits (51.8%), and the majority fell within the normal weight range (54.2%). Statistical analysis confirmed a significant correlation between nutritional knowledge (p = 0.000) and dietary habits (p = 0.010) with overweight incidence. The study recommends enhancing nutrition and health education in schools, providing healthier food options in school canteens, and encouraging students to engage in regular physical activities. It is recommended that schools enhance nutrition and health education, provide healthy canteen options, and promote regular physical activity among students.

Purpose: This study examines the effectiveness of healthy lifestyle-based biology learning in improving cardiovascular disease literacy among high school students in North Sumatra, Indonesia. Methods: A quasi-experimental pretest posttest control group design was employed involving 120 Grade XI students. The experimental group received biology learning integrated with experiential health activities (body mass index measurement, heart rate monitoring, dietary analysis, and cardiovascular simulations), while the control group received conventional instruction. Data were collected using a validated cardiovascular disease literacy test covering functional, interactive, and critical dimensions (α = 0.82). Data were analyzed using independent samples t-tests, ANCOVA, and normalized gain (N-gain). Findings: The results showed that the experimental group achieved significantly higher posttest scores than the control group (p &lt; 0.001), with a large effect size (Cohen’s d = 0.92). Literacy improvements were observed across functional, interactive, and critical dimensions, all within the moderate N-gain category. In addition, students demonstrated positive behavioral changes, including reduced sedentary time and increased daily physical activity. Conclusion: Healthy lifestyle-based biology learning is effective in enhancing adolescents’ cardiovascular disease literacy and promoting healthier lifestyle behaviors. Integrating experiential health activities into biology instruction provides a practical approach to strengthening preventive health education in schools. Implications: The study highlights the potential of curriculum-integrated health education to address early risk factors of non-communicable diseases among adolescents. Ethical approval was obtained, and informed consent was secured from all participants and their guardians.

Menstruation can negatively impact quality of life (QoL), particularly during adolescence. The stigma surrounding menstruation and lack of support and education, can have detrimental effects on physical, social, emotional and mental wellbeing. This study aims to (1) determine how adolescent girls from schools across England feel that periods affect their wellbeing, (2) understand the menstrual support and education that adolescents receive and (3) suggest improvements to menstrual health education and support in schools. Eight focus groups were carried out in four schools, two in each school, with year 10 girls. Four questions were asked in each focus group relating to the participants’ attitudes to having a period, how their period affected their wellbeing, the support they need and how could education be improved. A total of 49 girls participated, with most reporting negative attitudes about periods. Most stated that their periods negatively impacted their physical, emotional, and social QoL, affecting areas such as friendships, schoolwork, and socialising. They expressed a need for improved menstrual education and for boys to be included. They wanted improved menstrual support, especially at school, in the form of access to period products, days off school, and emotional support. This study highlights the negative impact that menstruation can have on the QoL of adolescent girls. It shows a need for improved support and education for all genders from an early age; which may help dissipate period stigma and increase QoL. We recommend improvements in education and support systems by providing training to teachers implementing menstrual policies, improving the curriculum and ensuring appropriate support systems are in place in schools.

Community health promotion is a fundamental component of public health, emphasizing disease prevention, health education, and behavioral change. Schools provide a strategic platform for promoting healthy behaviors, where teachers play a vital role as educators and role models influencing students and the wider community. In many societies, cultural and religious beliefs significantly shape health behaviors. Tib-e-Nabvi (Prophetic Medicine) offers a comprehensive framework of preventive health principles rooted in Islamic teachings, including hygiene, moderation in diet, environmental cleanliness, and disease prevention. These principles closely align with modern public health concepts. This narrative review aims to explore the role of teachers as promoters of community health by integrating public health principles derived from Tib-e-Nabvi into school health education. Relevant literature from public health, education, and Islamic medicine was reviewed and analyzed thematically. The review highlights strong alignment between prophetic health teachings and contemporary preventive medicine, particularly in hygiene practices, quarantine measures, and lifestyle modification. Teachers are identified as key agents in translating these principles into practice through school-based interventions. The integration of culturally relevant health teachings into school education can enhance acceptance, improve behavioral outcomes, and strengthen community health promotion. Strengthening teacher education and policy support is essential to maximize the effectiveness of this approach.

Background. Real Work Lecture (KKN) is a form of implementation of the Tri Dharma of Higher Education, which aims to encourage student involvement in community empowerment through a participatory approach and based on local needs. Aims. This service activity was carried out in Gegesik Wetan Village, Gegesik District, Cirebon Regency, with a focus on increasing public knowledge in the health sector, empowering the local economy through strengthening MSMEs, and improving environmental safety. Methods. The method used in this activity is a qualitative descriptive approach with a participatory method through the stages of field observation, problem identification, program design, and implementation of activities involving the community and village government. Result. The programs implemented include socialization on anti-bullying, juvenile delinquency, skin health, Clean and Healthy Living Behavior (PHBS), stunting prevention, prevention of Dengue Hemorrhagic Fever (DHF) and chikungunya, and reproductive health education in schools and communities. In addition, MSME empowerment is carried out through the One Village One Product (OVOP) approach, with assistance to traditional geplak food business actors in managing Business Identification Numbers (NIB), halal certification, and product identity development, including brand and logo development. Another program is community empowerment through socialization of the decile concept and training in making ecoenzymes as well as improving traffic safety through the installation of convex glass at several accident-prone road points. Conclusion. The results of the activity show an increase in public knowledge and awareness of health, an increase in the understanding of MSME actors regarding the importance of business legality and product branding, and the creation of preventive efforts to improve village traffic safety. Overall, this KKN activity makes a positive contribution to community empowerment and the sustainable development of local potential in Gegesik Wetan Village.