Egészségfejlesztési prevenciós program a Debreceni Bolyai János Általános Iskola és Alapfokú Művészeti Iskolában

Abstract

The main objective of the lifestyle program is health promotion covering grades 1-8 of institutional primary education. Education on healthy lifestyles is in line with the current National Core Curriculum (Nat 2020) and the provisions of Decree 20/2012. (VIII. 31.) EMMI decree on comprehensive school health promotion. Within the framework of this prevention program, the aim is to develop health literacy as part of general education by shaping holistic (physical, psychological, mental, social), health-conscious habits, attitudes, and behaviors. Therefore, the objectives cover all areas of school life, extracurricular activities, classes (special interest groups/self-study groups, theme/world days and weeks, study visits, excursions, forest schools), and programs and projects that meet local interests and needs.

The most important pillar of the model program is health education.

First health education experiment: between 1992 and 1998. Theoretical (curriculum) and methodological development during practical testing. Results: teaching materials used for health promotion: HEALTH EDUCATION workbooks and lesson plans for grades 1-8 of elementary school.

Second health education experiment: between 1997 and 2009. Development of a school health model program with the involvement of school nurses. Multisectoral cooperation between the education and health sectors.

Third health education experiment: 2008- ongoing. Bolyai Health Promotion Model Program, still in operation today.

Opinion: Based on more than 30 years of experience in developing, leading, and mentoring school health promotion programs, I can say that in order to improve the health and mental well-being of future generations, we need to strengthen and develop health literacy and related competencies. As a result of pedagogical influence, these become internalized and transformed into knowledge that can be used in everyday life (the application of knowledge at the skill level).

In order to increase effectiveness, we place great emphasis on expanding our external network of contacts, which primarily means actively involving parents. We strive to establish broad and effective cooperation with civil society (professionals, experts, institutions, organizations). This is reflected in the "HEALTH BEHAVIOR RESEARCH" presented below under the heading "BOLYAIS HEALTH DEVELOPMENT MODEL PROGRAM," which we launched in the 2016-2017 school year with external professional support and cooperation. As part of the model program, we expanded the health development team and examined the program's effectiveness in terms of students' health behavior and well-being. In order to improve the health status of students, we strive to promote a health-conscious attitude and positive health behavior.

Conclusions: Complex school health promotion model programs (three health experiments) have proven that consistent, continuously renewed attitude and behavior shaping is more effective prevention than occasional ad hoc campaigns and health education. 

Based on experience with the teaching and learning process in health education and feedback on student knowledge and learning outcomes (Bolyai model program), it can be stated that:

- In primary schools, the spiral-shaped, practice-oriented health education curriculum, which builds on itself from grade to grade, not only imparts health science knowledge, but also develops related abilities, skills, habits, and attitudes.

- By monitoring age-specific characteristics (at the individual classroom level), it provides a basis for shaping a health-conscious lifestyle and behavior, which can motivate lifelong learning, enabling students to shape and develop their own lifestyle and behavior.