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Exercise is one way to prevent the spread of the COVID-19 virus. Aerobic exercise is a very popular choice for many people. Therefore, this study aims to develop exercise in maintaining and improving aerobic health. One of the most popular aerobic sports is gymnastics. In addition, with the development of aerobic exercise, it is also hoped that people will be more interested in exercising. Research and development methods are used in this study to produce and test the developed product's effectiveness. In carrying out this research, we innovated the product of the COVID-19 healthy exercise movement in preventing the spread of COVID-19 based on technology presented in a video and disseminated on digital media platforms. From the effectiveness test results, it was found that this COVID-19 healthy exercise product was feasible and effective to use to prevent the spread of the COVID-19 virus. This research implies that the exercise developed can be used by everyone to help maintain the body's immunity.

The role of the formation of professional competencies of future pedagogy-psychologists in the field of education has been of concern recently. This study aimed to examine the possibilities of the educational process of the university in the formation of an important culture of future pedagogy-psychologists, as well as their ability to use health-saving technologies in professional activities, to consider the risks and dangers of the social environment and educational space. The article presents the results of an experiment conducted with 100 students selected from Kazakh Humanitarian and Legal Innovative University, Kazakh National Women's Pedagogical University, and East Kazakhstan State University named after S. Amanzholov, After the experiment, questionnaires were presented to participants. The results were analyzed using content analysis. The authors conclude that health-saving educational technologies for future pedagogy-psychologists represent a number of pedagogical techniques and methods of work, various technologies and techniques in solving emerging problems in pedagogical activity, and the constant desire of the future pedagogy-psychologist teacher to self-improvement, self-education, self-learning.

The much-needed interest in promoting a healthy lifestyle among school-age students has found a context for development: school gardens. There are numerous studies where using gardens as a teaching-learning context also improves students' performance in the experimental sciences. In this study, we proposed another interest that sets it apart and adds motivation: combining curricular mathematics with experimental science content in this context. The search for possible studies in the scientific literature has gave rise to the review presented herein. From this review, we obtained 21 studies, from which we extracted a series of categories: whether research was undertaken and with which tools; which curricular contents were covered and the impact produced; the ages of the participants and duration of the project; and, finally, whether the garden was cultivated. The main conclusion of this search was the lack of a clear line of research linking school gardens, the experimental sciences, and mathematics, in addition to the scant presence of studies framed in this context. For that reason, we send a call to action to the scientific community encouraging the interdisciplinarity of the two aforementioned subjects within the context of school gardens.

With the beginning of the Corona pandemic at the beginning of 2019 and its rapid spread, the Kingdom of Saudi Arabia was among the countries that moved very quickly to address this matter. All state institutions played the role related to them. Saudi Ministry of Health launched an intensive package of warning, awareness, and guidance in the form of text messages through multiple electronic platforms to reach the largest segment of society. The study took three sources to collect data, three telecommunications companies, the official account of the Ministry of Health on Twitter and the official website of the Ministry. The current study was based on analyzing these messages in terms of warning levels in various speech acts according to the theories of Austin and Searle, in addition to analyzing the content in terms of its relationship to the actual text and the objective context. The study tried to seek the warning levels in the messages which were classified into three sections: high, moderate, and low and identified the types of actions that represent the levels. The significance of the study lies in revealing how language is used to raise the level of awareness in society. Based on the research methods, this study is analytical and descriptive, based on the theory of speech acts in its foundations, and the development of a reference model for analyzing warning levels that depend on the type of action and its implications, taking into account the indirect speech acts. The results of the study concluded that there is a clear discrepancy in the use of speech verbs to express the three levels of warning.

At COVID-19 pandemic, people worldwide were attacked by a dangerous and widely spread virus known as Coronavirus. Kids are not matured enough to understand why they have to stay home and follow health instructions. Animated learning videos are designed for kids for the purpose of making them aware of the virus. The objectives of the present study are: (1) examining one of Burke's pentad (1969) represented by ''agency,'' in COVID-19 kids videos; (2) investigating the rhetorical devices used in the selected data to inform, persuade and make kids aware of what is meant by COVID-19; and (3) revealing the dominant rhetorical device. The main question that arises here is; "what are the rhetorical strategies used in the discourse of the learning videos on COVID-19''. The selected data is limited to the discourse of six kids' videos dealing with COVID-19 found on YouTube. The theories followed in the analysis are Tarigan's theory (2013) and Burke's pentad (1969). The results revealed that the discourse of each video reflects dramatic situations, including the pentad items; act, scene, agent, agency, and purpose. It is also found that agency as a rhetorical device is highly used in the selected data and the most dominant device was personification. It is concluded that the use of the dramatic situations and rhetorical devices in such videos has a valuable role in making kids aware of what is meant by COVID-19 pandemic and persuaded why they have to follow the safety instructions, leaving schools and stay home.

Boarding schools, by definition, house students in residence either on campus or close by in residential facilities - where the sleep environment is likely to differ from their home environment. For boarders, being in the boarding environment occurs alongside a convergence of psychosocial and physiological factors likely to impact adolescent sleep. This paper comprises a review of the literature on sleep and boarding students in the Australian context. We also propose recommendations aligned with the scientific evidence base that can be used to promote healthy sleep in Australian boarding school students, focusing on staff training and sleep knowledge, daily routines, sleeping arrangements, and student mental health and wellbeing. It must be noted that these recommendations should be considered interim recommendations until further research is performed in the area. Further, we suggest the development of standardised practice guidelines, to ensure that student sleep is supported appropriately within the Australian boarding context.

This paper introduces "Postermywall" and presents three lesson plans that integrate the technology based on the relevant literature and the International Society for Technology in Education standards to support English language learning and practice students' communication and creativity. Specifically designed for an English as a Foreign Language writing and speaking class, the lesson plans also hope to interest language teachers and educational practitioners looking for user-friendly technology to integrate into their lessons and ways to engage students in technology-based language learning activities. Recommendations to optimize the lesson plans are presented.

After more than a year of living with the COVID-19 pandemic, much experience has been accumulated by countries around the world. There have been many failures, and there have been some things that have gone well. Adult learning and education in some form has played a significant role in public health since, without the ongoing continuing educational interventions mainly via the mass media, the number of doctors and hospital beds would likely have been insufficient. In this paper we focus on the role of group behaviours in relation to the risk of contagion and we argue that any attempts to define a strategy to combat the pandemic must include a strong commitment to information dissemination and to the training of the populations in order to encourage behaviour change necessary to mitigate the spread of the virus. Against the backdrop of the United Nations Sustainable Development Goals, this article argues for commitment by governments to use adult learning and education as a tool for health prevention and health awareness and to prepare populations for whatever pandemics and national disasters that might emerge in the twenty-first century, the "century of pandemics". We therefore argue that populations must have at least a basic level of literacy and numeracy as foundational skills essential for enabling citizens to receive and act on vital information during a pandemic or disaster in order to engender greater resilience.

Project Extension for Community Healthcare Outcomes (ECHO) Nevada applied the ECHO virtual hub-and-spoke telementoring model over nine 6-week cohorts (between November 2019 and November 2021) supporting community health workers (CHWs) who advise clients with diabetes or pre-diabetes. This study describes the program implementation, including evaluation data collection efforts. Didactic topics included 'Intro to Healthy Eating and Easy Wins' to 'Grocery Shopping, Cooking Tips, Reading Labels, Meal Plans' and 'Reducing Bias and Being a Good Role Model'. Spoke participants signed up to review cases. Seventy-three of the enrolled participants (n = 100) attended three or more of the six sessions. Spoke participants completed 42 case presentations. The average self-efficacy increased from 2.7 [standard deviation (SD): 1.1] before completing the program to 4.1 (SD: 0.8) after completing the program. Average knowledge scores increased from 71 (SD: 16) before completing the program to 83 (SD: 14) after completing the program. Five group interviews drew actionable feedback that was incorporated into the program. Key elements of the ECHO model were successfully incorporated to support educational goals of a cohort of CHWs in nutritional coaching. Our program evaluation data tracking system shows non-significant but encouraging results regarding self-efficacy improvement and knowledge retention.

Rural schools in South Africa face many social and environmental challenges which impact negatively on learner wellbeing and performance. Given the severity and history of these problems, the situation is unlikely to change in the near future. Yet, schools are supposed to be enabling environments, providing holistic support to learners from communities plagued by severe economic, health and social challenges. A different strategy is clearly needed to promote the health and wellbeing of learners. Youth participatory action research (YPAR) appears to offer a plausible approach to kick start improved, health-promoting responses from within the school. We facilitated a YPAR process with volunteer learners from Grade 10 to find out how they could begin to transform their rural school. Using arts-based methods, the learners were successful in raising awareness of the negative effects they were suffering as a result of the poor social-emotional climate in the school, the unsanitary facilities and the lack of opportunities to engage in physical exercise. The actions they took to address these issues were a catalyst for ongoing positive change in the school. The findings add to literature about how YPAR can make schools more enabling spaces.

Sexual risk behaviours are considered sexual conducts that can cause biological, psychological and social damage. Therefore, sexuality education is considered the only effective way to avoid it. This project aims to understand sexual risk behaviour factors and their consequences in young adults and to explore strategies they would use to face them. To answer these questions, we conducted a qualitative study in which we interviewed 11 young adults using an asynchronous mail technique due to the COVID-19 pandemic. We also carried out a thematic analysis and developed our key results: 1) Sexual attitudes and behaviours; 2) Sexual risk factors, 3) Sexual risk consequences; and 4) Educational approach and strategies. Similarities in the themes were verified with previous literature, exposing the importance of learning to identify factors and consequences to respond appropriately. Participants believe that comprehensive and egalitarian sexuality education applied at individual and community level is a solid method that can improve sexual health and well-being. To conclude, this study reveals the importance of listening to young adults' perspectives towards these conduct variables and educational approaches in order to establish global health strategies that could be based on these results.

The problem of primary to secondary school transition is common extremely acute for all teachers. The role of physical education teacher in its solution has several features. One of them is necessity of preserving not only physical health, but also psychological comfort and fixing healthy lifestyle habits. The goal of this article is to determine the health culture forming criteria for primary school pupil and to find the most effective methods of teaching physical education students to use them in school educational process. As a result of research primary school pupil's health culture components and their functions in adaptation to secondary school process were determined. Also a complex of common and special criteria was presented. This one allows to young physical education teachers to draw individual plans for comfortable adaptation of their pupils to new realities of educational process in secondary school.

Teachers are responsible for children at school during peak ultraviolet (UV) times of the day. It is paramount that teachers have knowledge and understanding of UV to effectively protect themselves and their students. The aim of this pilot study was to investigate the effect of a short intervention on preservice teachers' sun protective behaviours, knowledge and perceived skill to teach sun safety. Participants (n =161; median age=20 years) attended a 45-minute preservice teacher sun safety intervention and completed pre- and post-test surveys. Post-intervention, most participants indicated they felt: (1) more informed about the dangers of UV and risks of developing skin cancer (93.3%); (2) more knowledgeable about the importance of sun protection (92%); and (3) more skilled to teach sun safety (87.4%). Our findings indicate that the targeted preservice teacher sun safety education intervention improved understandings of UV, effective sun-protective practices, and their perceived skills to teach sun safety.

African Americans are disproportionately burdened by mental health issues (e.g., stress, chronic depression, and post-traumatic stress disorder). Upon review of mental health local/state/national data, a highly-engaged faith-based Community Action Board (CAB) raised concerns about the mental health needs of African Americans and addressed mental health as a priority health area in African American Kansas City churches. African Americans tend to experience barriers to mental health services (e.g., limited access, high cost, mental health-related stigma, non-culturally tailored mental health care). African American churches have many strengths that could increase reach, acceptability feasibility, and impact of mental health interventions tailored for African Americans. The CAB conducted a health needs assessment survey (N=463; 11 churches) to identify health concerns and potential strategies to inform the design of a church-based mental health intervention. Using a faith-community-engaged approach, the CAB developed the survey and used its findings to design a religiously-tailored, multilevel mental health intervention focused on prevention, screening, and linkage to care. The needs assessment identified intervention strategies (e.g., church-based screening, stress reduction/exercise programs, pastors promoting mental health) that were: (1) rated as highly important/feasible to implement, (2) included in the intervention design, and (3) successfully implemented in African American churches by faith leaders and university students and faculty.

Our study examined the relationship between improved personal health behaviors of Head Start teachers and the promotion of positive health behaviors in their classrooms. Thirty-three Head Start teachers across seven centers received six 30-min nutrition education lessons. Dietary intake, physical activity, and self-efficacy for promoting positive health behaviors in the classroom were measured at baseline and following intervention. Significant improvements were observed for dietary intake and physical activity. Self-efficacy for promoting health behaviors in the classroom did not significantly improve. Additional education is needed to improve health promotion practices. Lessons learned contributed to program refinement. Implications for Extension are discussed.

The University System of Georgia (USG) has a state-wide initiative aimed at increasing the well-being of faculty and staff by incentivizing a decrease in tobacco product usage by employees covered by a USG healthcare plan. This incentive is positive in that aid in stopping tobacco product usage is offered to each member; and negative in that each member who is a tobacco product user is penalized. A healthcare surcharge is added to the monthly health insurance premium paid by each faculty/staff member for themselves and covered dependents over 18 years of age who are tobacco product users. The current policy considers covered employees and their applicable dependents to be users of tobacco products unless they annually opt-out. This paper includes summaries of the incidence of cigarette and tobacco product usage in the U.S., a summary of USG's policies related to the current tobacco initiative, a brief literature review regarding opt-in and opt-out programs, and a discussion of the possible negative impact of the current USG tobacco use policy. Support is provided for the present tobacco surcharge penalty being either eliminated or its implementation changed, and for the current opt-out default being changed to an opt-in program.

The onset of COVID-19 left people feeling unsettled, confused, and afraid of what tomorrow may hold. As university professors specializing in health communication, we too were left with these same feelings. As health communication scholars, we focus on issues surrounding illness, risk, crisis, care, health inequities, and wellness. COVID-19 is a health crisis, yes, but it has also changed the way we operate not only in higher education but in daily life. We begin this essay with an overview of COVID-19 and its impact on students, educators, and administrators. Then, we suggest four best practices to foster a community of care in the classroom during and beyond the COVID-19 pandemic.

The majority of schools across Australia rapidly implemented online education during the first wave of COVID-19 restrictions. The school closure disproportionately affected the routines and socialisation of vulnerable students, including those with a refugee background. Refugee-background students have been impacted by COVID-19 as school closures interrupted face-to-face education, including English language and tutorial support and counselling services. School shutdown also impeded refugee-background students' activities outside the home, which could render adverse effects on their physical, mental and social wellbeing. Holistic efforts are urgently needed in Australia to support refugee-background students in order to prevent further learning loss and promote health and wellbeing. [The page range (71-91) on p. 71 of the .pdf is incorrect. The correct page range is p71-76.]

Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.

To contain the initial spread of the SARS-CoV2 virus and the COVID-19 disease, many countries opted to close schools. However, the importance of schooling to mitigate inequalities motivated many economies to reopen schools after having formulated various COVID-19 mitigation and containment strategies. Using an exploratory sequential mixed method design, we explore the measures undertaken by countries when reopening schools and how these measures varied cross-nationally. We find that countries formulated a wide number (total: 242) and range of school reopening measures to mitigate the spread of the virus in the early months of the COVID-19 pandemic. From a policy diffusion theoretical perspective, findings from our statistical analyses suggest that cross-national diversity in policies is related to both internal and external country factors such as peer emulation mechanisms, income, and past pandemic experiences. We urge international agencies for more explicit guidelines for effective school reopening measures.

The "School Pantry: Mystery Food Box Cook-Off " is a program designed to increase awareness of food insecurity among youth and teach strategies to prepare healthy foods on a budget. A pre-and-post survey showed a statistically significant difference in participants' overall knowledge, skills, and confidence level after the program compared to before the program. Findings revealed a hands-on nutrition education strategy via cook-off could educate youth on food insecurity and increase their knowledge and confidence to make healthy and affordable meals at home. Other Extension educators seeking to address food insecurity and food preparation skills among youth can replicate this program.

Physical exercise is good for health, both physical and morale for every human being, leading to a happy life. Sports training have an important place in schools activities. Higher education institutions usually have good human and facilities resources to support learners to increase physical exercise, athletes train, serve the community, thereby improving the quality of training. In this context, the head of the higher education institutions has an important role in leading and organizing sports activities inside and outside the school. The universities need to institutionalize extracurricular activities, especially to encourage sports exercise.

Global policy makers increasingly adopt subjective wellbeing as a framework within which to measure and address human development challenges, including policies to mitigate consequential societal problems. In this review, we take a systems-level perspective to assemble evidence from studies of wellbeing, of collective intelligence, and of metacognition and argue for a virtuous cycle for health promotion in which the increased collective intelligence of groups: (1) enhances the ability of such groups to address consequential societal problems; (2) promotes the wellbeing of societies and the individual wellbeing of people within groups; and, finally, (3) enables prosocial actions that further promote collective problem-solving and global wellbeing. Notably, evidence demonstrates that effective collaboration and teamwork largely depend on social skills for metacognitive awareness--the capacity to evaluate and control our own mental processes in the service of social problem-solving. Yet, despite their importance, metacognitive skills may not be well-captured by measures of general intelligence. These skills have instead been the focus of decades of research in the psychology of human judgment and decision-making. This literature provides well-validated tests of metacognitive awareness and demonstrates that the capacity to use analysis and deliberation to evaluate intuitive responses is an important source of individual differences in decision-making. Research in network neuroscience further elucidates the topology and dynamics of brain networks that enable metacognitive awareness, providing key targets for intervention. As such, we further discuss emerging scientific interventions to enhance metacognitive skills (e.g., based on mindfulness meditation, and physical activity and aerobic fitness), and how such interventions may catalyze the virtuous cycle to improve collective intelligence, societal problem-solving, and global wellbeing.

The purpose of this preliminary study was to identify oral problems and promote a healthy lifestyle at gimnazial school pupils, from a Romanian disadvantaged area. We wanted to identify the progress made by pupils following theoretical or practical interventions. Thus, along with the theoretical notions transmitted, either in the optional course of Health Education, to 6th grade pupils, or in Biology lessons, to 7th grade pupils, the new factor brought was the reinventing of the visit method, by extending the documentary feature, with that of practical applicability, extremely useful for participants coming from rural environment. Theoretical elements have been presented to all pupils. Additionally, at the 5th grade pupils, we added a practical intervention, respectively a dental control made during a visit to the dentist. Both through theoretical and practical methods, pupils have made progress concerning intellectual and practical skills in oral hygiene, which are essential to a healthy and responsible behavior. The visit at the dentist's office, the identification of the oral diseases, the recommendation and the treatment offered contributed decisively awareness of the importance of oral disease prevention, but also to identifying concrete solutions, connected to food, regular visits and correct brushing.

This perspective article discusses how a health-related learning community was incorporated to help freshman students learn about health and wellness and prevent weight gain at an HBCU. Freshman students often gain weight during their first year away from home. These students make poor diet and exercise choices during their transition to college which can cause future health concerns. A health-related learning community, LIVE WELL, was established to teach health, nutrition, and wellness strategies. LIVE WELL also included self-care, future career exploration, service-learning/civic engagement, and lifetime learning experiences. Valuable lessons were learned from the faculty members who managed LIVE WELL. Challenges were presented to the faculty members who integrated solutions into the learning community. Integrating positive health changes to freshman students' lifestyles needs to be a priority and needs further exploration.

Students with disabilities comprise a significant portion of college students and helping more students with disabilities succeed would be beneficial. Currently, colleges have successfully offered assistance to these students, and it has enhanced their ability to both attend and succeed in college. However, students with disabilities are less likely to access available resources through the Department of Disability Support Services once enrolled in college and are less likely to complete their education once started. Improved ability to manage life and school has been cited as important factors related to success at college for all students. Disabilities make managing life and school an even more pressing issue. This exploratory pilot study assessed whether Disability Support Services undergraduate students' grit, resilience, satisfaction with life, wellness, and perceived health were associated with higher grade point averages. Findings indicated that better health was associated with higher grade point averages. Significant relationships were also found between frequency of engagement in health behaviors by students with disabilities and their resilience, grit, and life satisfaction. These findings suggest that Disability Support Services should work with students to manage and develop general health promoting lifestyle habits and encourage students with disabilities to access available resources.

Effective newsletters have theory-based content and designs tailored to their readers and offer limited-cost community-level approaches to providing helpful, relevant, and engaging information. In accordance with this, we offer an example of a newsletter intervention that supported grandfamilies' physical wellness needs. Six issues of a brief mail-delivered newsletter were sent yearly for up to 5 years to low-income custodial grandparents. In evaluating the newsletter, most respondents reported reading it, discussing its information, and having greater awareness, knowledge, and motivation or confidence regarding wellness recommendations. Furthermore, 91% described improving 1 or more of their grandfamilies' cooking, eating, or physical activity practices.

This study aimed to explore the perceptions of other branch teachers towards physical education teachers and lessons through metaphors. A basic qualitative research model was used in this study. Two hundred twenty-one teachers working in various types of schools and branches in the 2018/2019 education year in Burdur, Turkey, constituted the study group. For data collection, the teachers were asked to fill in the blanks in the metaphor form, including the sentences "physical education lesson is like…, because …" and "physical education teacher is like…, because…" The data were analyzed using the content analysis method. As a result of the analysis, the teachers produced 118 metaphors for the perception of physical education lessons and 120 different metaphors for the perception of physical education teachers. Metaphors for physical education lessons were gathered under the themes of "expected and beloved lesson," "unifying factor," "disciplinary tool" "entertaining, relaxing and health-improving lesson," "gathering, discovering and directing different talents," "mobility," "free environment," and "basic lesson." The teacher produces metaphors for physical education teachers under the themes of "hard-working and versatile," "physical strength element," "exploring and guiding," "providing control and discipline," "savior," "student-friendly," "comfortable and active personality," and "health-giving." Consequently, the metaphors that the branch teachers produced both for the physical education lessons and physical education teachers were similar, and it was seen that the branch teachers had positive perceptions about both the lesson and teacher.

In order for societies to normalize in educational, economic, social and mental health areas, the COVID-19 pandemic must be ended as soon as possible. Currently, the most critical factor in eliminating the pandemic seems to be the vaccine. Vaccination is one of the most successful public health interventions and is a cornerstone for communicable disease prevention. Both current teachers and teacher candidates should be competent in the field of health literacy as well as in the education and training process. In this study, we tried to reveal the views of teacher candidates regarding COVID-19 and its vaccines based on the studies reporting that anti-vaccination increased in individuals with more education. Six hundred thirty-eight teacher candidates participated in the study. The research data were collected through an 11-item questionnaire, and the data were analyzed using descriptive and cross-tabulation analyzes. Research findings mainly showed that vaccine acceptance was low, and most of the participants thought the virus is artificial. Another finding of the research revealed that most of the participants who complied with all the rules regarding COVID-19 did not get the virus; however, it was seen that nearly all of the participants who caught COVID-19 had an infected individual in their family. Given the importance of vaccination, measures should be taken for vaccination hesitation and rejection.

Health education is one of the key components of pre-school education. Preschool age children have acquired knowledge about health, and this forms the basis for developing, maintaining, and strengthening their health. However, children's knowledge of health is insufficient and their healthy lifestyle skills are insufficiently developed. On the one hand, the deteriorating trends in children's health raise certain challenges to the process of pre-school education, on the other hand, their health education possibilities are not fully known and exploited. Health education integration into pre-school/pre-primary education programmes remains a key priority of education policy. Although the importance of developing children's health competence is already noted in pre-school/pre-primary education programmes, various research studies show that children's health indicators are deteriorating. In January - March 2021, a qualitative research study was conducted, in which 102 kindergarten teachers from various Lithuanian preschool educational institutions participated. The aim of the research was to analyse the factors that promote, limit, and determine the integration of health education into pre-school education programmes and to reveal improvement possibilities. It has been established that the integration of health education is promoted by children's health problems and the changing understanding of the importance of children's health education. Proper teacher preparation, purposeful activities of the institution, and community involvement in health education remain essential components that determine the effectiveness of health education. Despite the positive attitude and motivation of teachers towards health education, there are still many unused opportunities for improving health education, which should be assessed both at the level of education policy and educational practice, respectively.