Semi-urban School Research Articles

How do adolescents perceive body image and respond to body dissatisfaction?

To assess adolescents' attitudes, satisfaction, and practices regarding their body image across body mass index (BMI) categories. In this cross-sectional survey (2019-2020), we recorded anthropometry of 2,089 girls and boys between 13and 17 years from semi-urban schools in western India.Multidimensional Body-Self Relations Questionnaire (MBSRQ) was used for multidimensional attitudinal assessment of body image and weight-related variables. The Stunkard scale was used to assess body shape perception. In higher age categories, boys were more satisfied with their appearance (p=0.012, p linearity=0.001), cared more about grooming (p=0.007, p linearity=0.001), and regarded themselves more physically fit (p=0.003, p linearity 0.030 up to 16 years). Boys with normal BMI were more satisfied with their appearance (p=0.001), fitness (p=0.024), and more alert about symptoms of illness (p<0.000) than others. With increasing BMI, older girls and boys were morepreoccupied with their weight and perceived themselves to be heavier (p=0.001). A majority of underweight girls perceived their weight as normal. Students engaged in weight loss practices irrespective of their BMI category. Boyswanted a bigger, and girls a smaller body shape than their current shape. We found body shape dissatisfaction in66.4 % adolescents, more in boys than in girls (p=0.001). Body shape dissatisfaction is quite common among semiurban adolescents, with boys outnumbering girls. BMI, age, and sex are associated with weight perception and attitude toward body image. Unindicated weight loss practices are prevalent.

Aspects of mobile phone use and behavioural intentions for learning in rural South African schools

This paper focuses on a study conducted in two historically disadvantaged schools (deep-rural and semi-urban) in South Africa where the rising access to mobile technology implies that the long-standing promise of mobile learning is becoming accessible despite the lack of recent research. This research aims to investigate the relationship between the type of school and various aspects of mobile phone use as well as differences in behavioural intention constructs to use mobile phones for learning. After a literature review, several hypotheses were developed. Using non-probability sampling techniques and the survey method, data was obtained from 128 participants, 79 from the deep-rural school and 49 from the semi-urban school. The semi-urban school exhibited slightly higher percentages in all aspects of cell phone use. Outside of mobile phone ownership and Internet access, all associations were significant. Significant differences were reported in favour of the semi-urban school for all constructs regarding the behavioural intention to use mobile phones for learning. However, the future of m-learning appears to be more promising than reported in earlier research by reporting positive behaviour from students in both schools. Critical stakeholders in education should take note and move from the goals of improving broad access to explicit objectives to implement m-learning in rural schools.

The effect of an environmental education program based on empathy and reflective thinking on preadolescents’ environmental values and knowledge

As a remedial measure to human-induced climate change, it is imperative to develop intrinsic altruistic values and adequate knowledge of environmental phenomena and behavior to act in favor of the environment. The study aims to assess the effect of an Environmental Education Program (EEP) based on empathy, reflective thinking, and information on preadolescents’ environmental values and knowledge. For that, a non-equivalent control group design was used. Data collection was done through questionnaires, checklists, and participant thought diaries. Forty-six students (eleven-to-twelve-year-old children) selected through purposive sampling from the sixth standard of two semi-urban schools in Kerala, India, constituted the sample. In the intervention, empathy was manipulated through stories and empathy exercises, reflective thinking through thought diaries, and information on environmental phenomena, issues, and the effect of human actions through stories and knowledge exercises. Empathy, reflective thinking, and information manipulations positively influenced the participants’ environmental values and knowledge, and the effect manifested in cognitive, affective, and conative dimensions. The study has implications for conducting Environmental Education indoors effectively by integrating affective, cognitive, and metacognitive approaches. Empathy stories can be utilized to address various environmental phenomena and issues. Reflective thinking on environmental phenomena and issues can be applied to teach appropriate environmental behaviors.

Leading to succeed: contextual leadership practices of semi-urban school principals in China

ABSTRACT This study investigated the leadership practices of semi-urban middle school leaders in China. A multi-site case study was conducted using a qualitative research design, collecting data through interviews with principals, administrators, teachers, and parents, along with document scanning, observations, and field notes. Qualitative data analysis revealed three distinct themes concerning the contextual practices of the three principals. The findings highlighted that these principals implemented the identified practices in varying ways, directly responding to their specific contextual realities. Key findings indicated a focus on teaching, moral values, teacher development, and labor-intensive activities. The results carry implications for principals, educational practices, and policy matters.

An interventional study evaluating the NTCP (NATIONAL TOBACCO CONTROL PROGRAM) guidelines-based education model in semi-urban school population.

The present study was carried out to assess the awareness of the adverse consequences of tobacco use in the semi-urban school population in Wardha district because tobacco use in schools is a significant concern and is rising at an alarming rate. The purpose of the current study was to assess the prevalence of tobacco use among students and teachers as well as their knowledge of the negative effects of tobacco use. It also aimed to educate students and teachers about these effects and assess the effectiveness of the intervention. A total of 350 students from a semi-urban school in the Wardha area participated in this study. Pre-tests were administered to a group of chosen kids and instructors to gauge their familiarity with tobacco. After the pre-test data were analyzed, teachers were offered intervention. PowerPoint presentations, posters, and models were used to educate them about the dangers of tobacco usage for dental health. There were discussions, role plays, and skits done. After the instruction, the students took a post-test to gauge how well they understood what they had learned. The recent study is a significant step toward the semi-urban school population quitting smoking. Overall, the study involves testing participants' knowledge, teaching them about tobacco's negative consequences, and inspiring habitual smokers to completely kick the habit. The majority of the NTCP questionnaire's elements were significant when compared to knowledge of tobacco use and its components (*p0.05; significant). The suggested study is a significant step toward the semi-urban school population quitting smoking. The research will provide a genuine and dependable change and help promote optimal dental health.

Seasonal variation in metals concentration associated with settled dust and their risk assessment in school children of Agra (India)

Metals associated with indoor dust are shown to be a key pollutant and resuspension of dust in critical microenvironments like schools can lead to detrimental health effects to children. The present study was carried out from December 2021 to November 2022 to examine variations in metal concentration with season and associated health risks from school dust in Agra, India. Dust samples were digested in aqua-regia followed by analysis for metals concentration by ICP-AES. Geo-accumulation (Igeo), pollution (PI), integrated pollution (IPI), and pollution load (PLI) indexes were used to determine metals contamination, Principal Component Analysis and Cluster Analysis were employed for the identification of causative sources of metals while USEPA health risk assessment models were utilized to assess the health risks in children. The results indicated that in all seasons settled dust of roadside schools of both regions accumulated higher concentrations of metals as compared to residential schools except semi-urban schools in post-monsoon season. The total metal concentration (mgkg−1) in school dust samples of Agra ranged from 62507–85037, 72477–97022, 48912–66083 to 58605–92290 in winter, summer, monsoon, and post-monsoon respectively. In all seasons, the PLI values of settled dust of all schools ranged from less than one to greater than unity which indicates pollution levels by metals. Further, Igeo values revealed that school dusts were moderately and heavily contaminated by Cd in all seasons. The assessment of health risk specifies ingestion as the main exposure route followed by dermal intake and inhalation. The Hazard Index value for all examined metals was lower than the safer limit of one while on the contrary for Pb, total cancer risk was higher the than safer limit via inhalation pathway. The findings of the study indicate that more investigations are required on potentially toxic metal contaminations in schools of Agra, especially for Pb, Cd and Cr.

Views of agricultural science teachers on in-service training needs in the Zambezi region, Namibia

In-service teacher training programs offer opportunities for teachers in both public and private schools to enhance their professional skills, particularly in the areas of required teaching skills, supplementary subject content knowledge, and teaching pedagogy. The lack of availability of in-service teacher training programs for teachers within the education system has undesirable consequences, particularly regarding the delivery of quality education to learners in public and private schools in the Zambezi region, Namibia. This paper discusses the perspectives of Agricultural science teachers on the need for in-service teacher training. To achieve the objectives of this paper, crucial data were collected from Agricultural science teachers in the Zambezi region through face-to-face interviews. Twelve Agricultural science teachers (comprising six from urban schools and six from semi-urban schools) were interviewed using face-to-face interview guides. The study revealed that the in-service teacher training programs attended by Agricultural science teachers were relevant to their teaching roles. Furthermore, the study emphasized that to maintain the relevance of in-service teacher training programs, components such as practical activities, projects, investigations, and subject content knowledge should be the focus, in order to continually enhance the capacities of Agricultural science teachers. The study recommends that the regional education directorate in the Zambezi region establish a policy for continuous in-service teacher training programs, including them in their annual financial plan, to improve teacher performance in the region. Lastly, to ensure the success of in-service teacher training programs, they should be conducted on an ongoing basis.

The Application of Place-Based Education in Social Studies of Grade 5 Bhutanese Students

This quasi-experimental study investigated the improvement of students’ learning achievement and learning satisfaction using Place-Based Education (PBE) in teaching and learning Social Studies of grade 5 Bhutanese students. A mixed method was used with a total of 31 students selected through a purposive sampling from one of the semi-urban schools in western Bhutan. The quantitative data collected through the pretest and posttest were analysed and interpreted using an inferential statistics t-test with p ≤ 0.05 level of significance, mean, and standard deviation. Similarly, qualitative data was collected through the semi-structured interview and the data were analysed using thematic analysis. The result of the pretest and the posttest score analysis showed a significant difference between the posttest mean (14.45) and the pretest mean (8.37) with a mean difference of 6.08. The significant (p) value was .01, indicating a significant increase in the posttest scores as compared to the pretest. Subsequently, the data analysed from the interview confirmed that students derived positive learning satisfaction. Thus, the Place-Based Education approach enhances learning in Social Studies and this study recommends that teachers may also try teaching other subjects using the PBE approach to make their lessons engaging and exciting for the learners.

The Financial Cost of Managing Menstrual Hygiene in Schools in the Health District of Bla in Mali

Introduction: Many women and girls face financial challenges in meeting their menstrual hygiene management needs. The main objective of this study is to estimate the financial cost of menstrual hygiene management among school-going girls. Methodology: This is a prospective study carried out in a semi-urban school environment at the Public High School in the health district of Bla in 2020. Results: This study was conducted among 125 high school girls with no income. The average age was 18 years old. Parents lived in rural areas with no fixed monthly income in 52% of cases. Multipurpose pieces of cloth were the protective material used in 67% of cases. The girls explained this choice in 100% of cases by the high cost of single pads and tampons. The average monthly cost of menstrual hygiene management was 0, 56 $ or 6, 67 $ per year with extremes of 0, 16 and 2, 45 $ per month. This amount was used to buy either single-use pads or soap for body care and multiple-use pads. This financial cost was covered at 92% by female support (mother, aunt, sister); male support (father, spouse) accounted for only 8%. Conclusion: This study made it possible to estimate the average annual financial cost of menstrual hygiene management among young school girls in Bla. These findings call for further studies to better understand the financial implications of menstrual hygiene management in low-resource settings.

The Role of Dialogue in the Teaching of Reading in South Africa

The importance of classroom dialogue in promoting effective literacy skills is well documented. Despite comments in a recent paper that there is scant research on classroom observations around print in South Africa post-1994, there have in fact been several studies that have observed classroom practice around reading. The sum of these studies seems to indicate that teaching styles have changed very little over the past 30 years, and that meaningful classroom interaction between teacher and learner remains largely absent. This paper will focus on how the pedagogical content knowledge (PCK), of teachers affected their classroom interaction with Grade three and four learners in two semi-urban schools in the Midlands area of KwaZulu-Natal, South Africa. It forms part of a larger, 2019, mixed methods, multiple case study that involved eight teachers and their learners, and examined the effects of PCK on the teaching of reading in these Grades. Findings were that, despite some teachers using additional training, ultimately none were managing to move their learners from decoding to reading effectively, and that lack of meaningful interaction played a central role in this.

Assessing the NATIONAL TOBACCO CONTROL PROGRAMME (NTCP) guidelines-based education model in semi-urban school population: An interventional study.

Awareness in semi-urban school population about harmful effects of tobacco use. Hence, the objectives of the present research protocol are to evaluate the incidence of tobacco usage amongst school children and educators, to evaluate the knowledge of students and teachers regarding the harmful effects of tobacco, to educate students and teachers regarding the deleterious effects of tobacco and to evaluate the success of the intervention. This study will be conducted at a semi-urban school located in the Wardha district. A cluster of students and teachers will be selected and will be given a pre-test to assess their knowledge regarding tobacco. The questionnaire will also help in evaluating the total number of participants consuming tobacco. Teachers will be given intervention when the data from the pre-test has been analysed. They will be educated regarding tobacco and its effects on oral health with the use of PowerPoint presentations, posters and models. Activities such as skits, role plays and discussions will be performed. Teachers will be asked to educate the students regarding the same. After the students are educated, they will be given a post-test to evaluate their understanding after the teachers have educated them. Tobacco users will be motivated to complete the cessation of tobacco. A questionnaire comprises 20 questions that are taken from National Tobacco Control Programme (NTPC) guidelines. The proposed study represents a major step towards tobacco cessation amongst semi-urban school population. Overall, the study includes evaluating the knowledge of participants, educating them regarding the harmful effects of tobacco and motivating the participants who are tobacco chewers to complete stoppage of habit. The study will develop a valid and reliable change and would contribute in the development of good oral health. This research will provide in the Indian context, evidence that will underpin better selection in semi-urban schools of the Wardha district. The proposed study represents a major step towards tobacco cessation amongst semi-urban school population. The study will develop a valid and reliable change and would contribute in the development of good oral health.

Vocabulary Acquisition through Graded Captioned Videos among Lower Proficiency Second Language Learners

Vocabulary acquisition has become essential for second language learners to proceed to the next band on CEFR global scales. However, there are worries about how CEFR would affect lower proficiency pupils with limited vocabulary. To address this, graded captioned videos from English Central has been used among the lower proficiency pupils. In this current study, selected year 6 students (20 experimental and 20 control) from a semi urban school was chosen. This study used contextualized vocabulary tests such as Multiple Choice Vocabulary tests and C-test. Pearson correlation was also performed to determine if there is a correlation between Experimental pre and post test. The results of the descriptive statistics and two tailed t-test showed that the Experimental Pre group has lower values for the dependent variable than the Experimental Post group. Besides, there were also several limitations in the current study. The study mainly focussed on form and meaning rather than collaborating all the three main themes: Form, Meaning and Use. It would be useful for the future researchers to do more study on form, meaning and use together. As stated earlier, the result from the present study indicates that using captioned videos as an English teaching material in multimedia classrooms can assist learners to receive the language through multisensory channels and help them to develop their vocabulary learning process.

The Impact of Anxiety on Learning Chemistry: The Case of Bhutanese Higher Secondary School Students

The study was designed to find out the causes and impact of anxiety towards learning chemistry at higher secondary schools in Samtse district. Two schools located at urban and semi-urban were selected for the purpose. Data was obtained by utilizing both quantitative as well as qualitative data collection method. Anxiety Questionnaire for students (AQS) was administered to identify the causes of the anxiety. In addition, data acquired through semi-interview facilitated researcher to correlate the degree of anxiety among high and low achievers in urban and semi urban schools. Consequently, data triangulation has helped to validate the causes, impact of anxiety in relation to academic performances. The data obtained was analyzed using SPSS version 22 and thematic coding.&#x0D; The result indicated that the major cause of anxiety in chemistry subject was syllabus anxiety. The finding revealed that students including high, average and low performers of semi-urban school have more anxiety as compared to students of urban school at Samtse district. In other words, students studying in semi-urban location has more anxiety than the students located in urban schools. The study found out impact of anxiety on the academic performances. It was confirmed that a significant negative relationship (r=-.465**, n=114, p=0.001) exist between anxiety and performances of the students in chemistry subject in grade 12. In other words, anxiety has negative impact on the academic performances of the students.&#x0D; Similarly, the performance of students in chemistry subject in BCSEA examination has been consistently low over the past few years [2-7]. As a result of this study, teachers and educational organizations such as Ministry of Education (MoE), Royal Education Council (REC) and e(ducational colleges will also be informed about the various causes and its impact in learning chemistry. In Bhutan, no study has been carried out regarding the anxiety of the students in learning chemistry and its impact on performances.

Language of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and Performance

In Kenya, the educational language policy stipulates that the language of instruction in lower primary Grade 1 to 3 in rural settings should be the learners’ First Language or Mother Tongue. In urban settings, the language of the school’s catchment area (usually English or Kiswahili) should be used as the language of instruction in Grade 1 to 3. Kiswahili and English are to be taught as subjects. English becomes the medium of instruction in all settings from Grade 4 onwards. This policy creates problems for teachers and learners considering that Kenya is linguistically heterogeneous. The purpose of this study was to establish the actual language practice in lower primary school Grade 1 to 3 in relation to declared policy and to evaluate its relationship with learners’ academic achievement. The objectives of the study were to establish the actual status of educational language policy and language practice in lower primary schools; to assess the relationship between the language of instruction and English subject scores of learners at Grade 4; to assess the relationship between the language of instruction and Mathematics subject scores of learners at Grade 4. The study area was Kakamega County, which was selected based on being a county with a fair mix of urban, rural and semi-urban schools. The study adopted a correlational design. The study population comprised 1,120 primary schools and 10,767 Grade 4 learners. Multistage sampling was used to select a sample of 175 schools from the population. Questionnaires were administered to 75 teachers and mean scores of Grade 4 assessment results were obtained from 1,076 learners from the sampled schools as part of a different, larger study. The data were analysed using descriptive statistics. Inferential statistics were used to test the hypotheses. The findings of the study indicate that there is a gap between policy and practice in lower primary school. The study revealed that there is a strong correlation between the language of instruction at lower primary school and learners’ academic achievement at Grade 4 in English and in Mathematics subjects. A policy shift is recommended to unify the language of instructions in the new CBC framework. This is imperative for equality of outcome in the learners’ Grade 4 school-based assessment under the CBC.

Parent Involvement in School Based Activities under Mongar and Yadi Cluster Primary Schools of Bhutan

This research aimed to examine how primary schools involve parents in school based activities in urban, semi urban and rural primary schools under the Yadi and Mongar Cluster of Mongar District. It also aimed to find some of the challenges faced by the primary schools on parent involvement [PI] in school based activities. Three principals and twenty teachers of three different settings were selected based on purposive sampling in this qualitative case study employing semi-structured interview, observation and document analysis tools. The findings of this study revealed that the primary schools under study involved more parents in non-academic school based activities than in academic school based activities due to lack of policy on PI in school, level of parents’ education, time constraint, work load, and attitudes of parents, principals and teachers. This study could benefit the stakeholders to enhance PI in meaningful ways and contribute to the success of children and school development.

Using Reward Cards to Motivate Students’ Learning in an ESL Form 2 Classroom in Perak

Thepurpose of this research wasto investigate the effectiveness of using reward card in ESL classroom to improve students’ motivation in learning. This action research was conducted on eighteen (18) Form Two students from a semi-urban school in Perak. The problem with these students was they lacked motivation in learning English language in the classroom. The researcher conducted an action research of five (5) weeks where researcher introduced a strategy of using reward card in the classroom. Data were collected using questionnaire, interview and reward card. Data were analysed by calculating the percentage of students’ rating on each item of the questionnaire and reward card. Data were also analysed from the audio recording from students’ interview. The research found that reward cards motivate students to participate in classroom and compete with their classmates in collecting the most stamps, as tokens. This research shows that reward cards motivate students in learning during the English language lesson

Άγχος, αυτοαποτελεσματικότητα, δυνατότητες και δυσκολίες παιδιών Ε΄ και ΣΤ΄ δημοτικού σε αστικές και ημιαστικές περιοχές

The current study aimed to investigate the relationship between state and trait anxiety, self-efficacy beliefs, and strengths and difficulties among fifth and sixth graders in Greek primary schools. The survey took place at ten randomly selected schools in Western Greece, five urban schools and five semi-urban schools. Five hundred and sixty-one students completed the State-Trait Inventory for Children, the New Generalized Self-Efficacy Scale, and the Strengths and Difficulties Questionnaire (SDQ-Hel). The results revealed few differences between fifth and sixth graders in the domain of strengths and difficulties, with the former students having greater difficulties. Also, as regards state anxiety, the study found residence-related discrepancies, with semi-urban children experiencing greater state anxiety than urban children. As was expected, trait anxiety correlated with state anxiety. Moreover, strengths and difficulties correlated with anxiety, especially with trait anxiety. Negative correlations were revealed between self-efficacy and anxiety. Finally, the results confirmed that strengths and difficulties predict trait anxiety. These results could lead to the conclusion that higher levels of self-efficacy can reduce anxiety, especially when difficulties related to children’s behavior have already been diminished, thus contributing to the improvement of students’ well-being as well as facilitating the learning process.

A Retrospective Audit (Paper A) and the Effects of Educational Intervention (Paper B) on Attitudes towards Inclusive Education in School Teachers

Aim and Objectives: Although inclusive education of children with intellectual disability is currently an accepted practice, it is often challenged by negative attitude of schoolteachers. We undertook two surveillance studies aimed atStudy A - identifying knowledge and teachers’ attitudes towards children with intellectual disability and practices of inclusive education in a semi-urban school of South India.Study B -Determining the effect of educational intervention towards attitudes on inclusive education.Method: Knowledge, Attitude and Practice surveillance questionnaires (KAP and ATPD) were given to ninety-six consenting schoolteachers in Study A and twenty schoolteachers in Study B and analyzed.Results: In Study A, the overall attitude mean indicated a favorable attitude towards the children with intellectual disability. The mean overall attitude score was 77.1 (SD: 9.58), with a normal distribution. Forty to fifty percent were aware of intellectual disability and attributed them to biological causes. Ninety-two percent agreed on the need for education and stepwise training for a child with an intellectual disability. In real-life practice, results of classroom management were inaccurate. In Study B, knowledge, attitudes and practices towards inclusive education improved with educational intervention with a positive change of 7.19% on the ATDP scale.Conclusion: These findings suggest a generally positive attitude towards intellectual disability and inclusive education. Comprehensive training programs improve knowledge and attitudes towards inclusive education.

Relationship between Some Selected Variables of Socio-Economic Status and Educational Aspiration in Junior Secondary Students in Type II School in the Batticaloa Zone, Sri Lanka

This study was carried out to find the relationship between some selected variables of socio-economic status and educational aspiration in junior secondary students. A sample survey design was adopted for this study. The study was directed at the population of junior secondary students in the Batticaloa zone of Eastern Province in Sri Lanka. The sample was 300 students who were studied in grades6 to 9 and offering science and mathematics subjects. The selected 10type II schools from this research area. The schools were stratified into urban and semi-urban schools. The 30 students were systematic random sampling selected with male and female among the grade junior secondary grades and to make a total of 300 respondents from 10 schools that constituted the sample for this study. The schools consist of 4 semi- urban and 6 urban schools was selected for this study. The students’ questionnaire, consists of section A which is made up of 18 questions, measuring the attitude of the students while the section B contain 12 questions for measuring the selected three variables of socio-economic status (FO, PE, FI) (home influences) items. They were Likert scale item type questions, in which respondents choose from 5-point scores such as strongly, agree to strongly disagree. Thirdly, information concerning the individual performance of students was obtained from their continuous assessment records of the school subjects concerned (Mathematics and Science). The null hypotheses were postulated and tested at 0.05 level of significance to the impact of parental involvement on student’s attitude and their performance in science and mathematics subject. Data collected on the study were analysed using inferential statistics which includes; student analysis of t test and Pearson product Moment correlation coefficient. The Inter-Correlation test done to check the relationship between Fathers’ Occupation and the sub-variables of EA. From this, there is a significant relationship between FO and EA (0.001). The correlation between the above two variables is 0.194, meanwhile the value of non-determination factors (residual) is 96.2% (R 2 = 0.038). Inter-Correlation test done to check the relationship between Parental Education and the sub-variables of EA. From this, there is a significant relationship between PE and EA (0.001). The correlation between the above two variables is 0.252, meanwhile the value of non-determination factors (residual) is 93.7% (R 2 = 0.063). Inter-Correlation test done to check the relationship between Family Income and the sub-variables of EA. From this, there is a significant relationship between FI and EA (0.001). The correlation between the above two variables is 0.215, meanwhile the value of non-determination factors (residual) is 95.4% (R 2 = 0.046). The phenomena observed were discussed in the light of prevailing conditions in most of the developing countries. Conclusively, home influence (FO, PE, and FI) can be a tool to enhance school learning.

Proposed Expert System for Controlling Obesity and Overweight Issues among Urban and Semi-urban School going Children: An Epidemiological Study

Introduction: The incremental swift pervasiveness and the associated health consequences, obesity is perceived as one of the most genuine health problems of the early 21st century. The predominance of obese and flabbiness expanded considerably over current decades. The reasons for stoutness are dramatic and multifactorial. Research on childhood obesity has shown the role of race, ethnicity, and social factors, for example, family income, family structure, and community protection. Aim: To devise an expert system that will provide timely educational resources to the children, parents and schools to educate about the impact of junk food, low physical activity and poor lifestyle, as well as effect of excessive weight on overall health of a person in the form of short videos. Materials and Methods: To create an expert system data will be collected, preprocessed and analysed statistically. Sample schools from urban and semi-urban regions would be identified for the study. Data from various sources will be integrated for better data analysis and a questionnaire will be structured to assess subject readiness. After assessing web-based and mobile-based expert system will be developed for counseling and bringing awareness on behaviour and lifestyle of the participant. Conclusion: The diet of kids is a serious concern now-a-days. The obesity leads to health concerns especially among even in the younger generations aging 5-12 years. There is an urgent need of system that can automatically track obese stages and recommend appropriate diet.