School Heal h in Eu ope o Ac i e and
Heal hy Ageing (SHE4AHA)
Policy and Implemen a ion Recommenda ions
Te esa Vilaça
G aça S. de Ca alho
Ane e Schulz
Hen ie e Hansen
Ingibjö g Guðmundsdó i
Sól eig Ka lsdó i
Vesna Pucelj
B anka Đukić
Emily Da ling on
Flo ence Ca ouel
Adeline Da ling on
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
ii
Funded by he Eu opean Union. Views and opinions exp essed a e, howe e , hose o he
au ho (s) only and do no necessa ily e lec hose o he Eu opean Union o he Eu opean
Educa ion and Cul u e Execu i e Agency (EACEA). Nei he he Eu opean Union no EACEA
can be held esponsible o hem.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
iii
Copy igh © 2025 by he CIEC - Resea ch Cen e on Child S udies
Ins i u e o Educa ion, Uni e si y o Minho, B aga, Po ugal
All igh s ese ed
P in ed in Po ugal
www.ciec-um.com/
ISBN:
978-972-8952-92-1
Publishe
Add ess eques s abou his publica ion o he School o Heal h in Eu ope o Ac i e and
Heal hy Ageing (SHE4AHA) P ojec o:
Resea ch Cen e on Child S udies
Ins i u e o Educa ion
Uni e si y o Minho
Campus de Gual a
4710-057 B aga, Po ugal
e-mail: [email protected]
The publica ion can be ound a :
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
i
Co-pa ne s
Applican o ganiza ion
Schools o Heal h in Eu ope Ne wo k Founda ion (SHE)
Pa ne o ganiza ions
Icelandic Minis y o Heal h, he Di ision o Public Heal h.
Lyon Uni e si y, he Depa men o Educa ional Science.
Minho Uni e si y, he Resea ch Cen e on child S udies.
Slo enian Na ional Ins i u e o Public Heal h.
Financial suppo
This epo is included in he ERASMUS+ School o Heal h in Eu ope o Ac i e and Heal hy
Ageing (SHE4AHA) (ID KA220-SCH-2021-003) and is inancially suppo ed by:
The Na ional Agency o he E asmus+ P og amme, KA220-SCH -
Coope a ion pa ne ships in school educa ion ac ion ype.
Schools o Heal h in Eu ope Ne wo k Founda ion (SHE).
The Po uguese na ional unds h ough he Founda ion o Science
and Technology (FCT) wi hin he amewo k o he Resea ch Cen e
on Child S udies (CIEC) o he Uni e si y o Minho p ojec unde
he e e ence UIDB/00317/2020.
m
Icelandic Minis y o Heal h, he Di ision o Public Heal h.
The Uni e si y Claude Be na d Lyon 1 (UCBL).
Slo enian Na ional Ins i u e o Public Heal h.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
Table o Con en s
Table o con en s ..................................................................................................................... V
Ac onyms ................................................................................................................................ VI
Figu es ................................................................................................................................... VII
Tables .................................................................................................................................... VIII
1. In oduc ion .......................................................................................................................... 1
1.1. The SHE4AHA p ojec ....................................................................................................... 1
1.2. Objec i es o policy and implemen a ion ecommenda ions ........................................... 4
1.3. Cha ac e iza ion o case s udies om di e en coun ies ................................................. 5
2. Con ex o SHE4AHA policy and implemen a ion ecommenda ions ............................... 13
2.1. Challenges add essed by he SHE4AHA p ojec ............................................................ 13
2.2. Ta ge audience needs and SHE4AHA solu ions ............................................................ 15
3. E idence-based policy and implemen a ion ecommenda ions ........................................ 23
3.1. Top en con ibu ions o heal h p omo ing schools o he implemen a ion o he g een
pape on ageing .................................................................................................................... 23
3.2. Top en e idence-based ecommenda ions o use he pixie heal h p omo ion school
guide and she ma e ial o c ea e o main ain HPS ................................................................ 32
3.3. Recommenda ions on how o mains eam and implemen he SHE4AHA esou ce
package in o al eady exis ing ini ia i es ................................................................................ 34
3.4. Top en e idence-based ecommenda ions on he ole o he di e en s akeholde s o
he wide school communi y owa ds HPS ............................................................................. 36
3.5. S a egies o a success ul sus ainabili y o SHE4AHA websi e ...................................... 38
3.6. Recommenda ions o a sus ainable use o SHE4AHA esul s by p ojec pa ne s ........ 39
3.7. Ac ions and policies ha can bene i om he SHE4AHA esul s ................................... 41
4. Visions and challenges o u u e: in e na ional s a egies o ac ion ................................ 43
Re e ences .............................................................................................................................. 47
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Ac onyms
EC
Eu opean Commission
HPS
Heal h P omo ing Schools
SDEO
The Sou h Denma k Eu opean O ice
SDGs
Sus ainable De elopmen Goals
UN
Uni ed Na ions
WHO
Wo ld Heal h O ganiza ion
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Figu es
Figu e 1.
The key objec i es o Heal h P omo ing Schools di ec ly linked o Eu opean
Commission's G een Pape on Ageing .................................................................................... 4
Figu e 2.
Case s udies in Denma k .......................................................................................... 5
Figu e 3.
Teache aining in Denma k o becoming a heal h p omo ing school ................... 6
Figu e 4.
Case s udies in F ance ............................................................................................. 7
Figu e 5.
Teache aining in F ance o becoming a heal h p omo ing school ....................... 8
Figu e 6.
Case s udies in Iceland ............................................................................................. 8
Figu e 7.
Teache aining in Iceland o becoming a heal h p omo ing school ...................... 9
Figu e 8.
Case s udies in Po ugal ......................................................................................... 10
Figu e 9.
Teache aining in Po ugal o becoming a heal h p omo ing school .................. 11
Figu e 10.
Case s udies in Slo enia ....................................................................................... 12
Figu e 11.
Teache aining in Slo enia o becoming a heal h p omo ing school ................ 13
Figu e 12.
Main challenges add essed by he SHE4AHA p ojec ......................................... 14
Figu e 13.
Child en’ and s uden s’ heal h and wellbeing need and solu ions ...................... 16
Figu e 14.
School leade s’ needs and solu ions o school heal h p omo ion ...................... 19
Figu e 15.
Pa en s’ needs and solu ions o become in ol ed on school heal h p omo ion . 20
Figu e 16.
B oade school need and solu ions o become in ol ed on school heal h
p omo ion .............................................................................................................................. 21
Figu e 17.
Key policy needs and police ecommenda ions o suppo school heal h
p omo ion .............................................................................................................................. 22
Figu e 18.
Top 10 con ibu ions o heal h p omo ing schools o G een Pape on Ageing .. 23
Figu e 19.
Top en e idence-based ecommenda ions o use You Guide o Becoming a
Heal h P omo ing School and he SHE ma e ial .................................................................... 32
Figu e 20.
Recommenda ions on how o mains eam and implemen he SHE4AHA esou ce
package in o al eady exis ing ini ia i es ................................................................................ 34
Figu e 21.
Top en e idence-based ecommenda ions on he ole o s akeholde s owa ds
HPS ......................................................................................................................................... 36
Figu e 22.
S a egies o a success ul sus ainabili y o SHE4AHA websi e ............................ 38
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Tables
Table 1.
Teache s’ needs and solu ions o school heal h p omo ion ...................... 18
Table 2.
Reasons o ecommend using You Guide o Becoming a Heal h P omo ing
School and he SHE ma e ial ..................................................................................... 33
Table 3.
Reasons o p oposing ecommenda ions on how o mains eam and
implemen he SHE4AHA esou ce package and how hey can be pu in o p ac ice
................................................................................................................................... 35
Table 4
. Reasons o p oposing ecommenda ions on he ole o s akeholde s
owa ds HPS and how hey can be pu in o p ac ice ................................................ 37
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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1. In oduc ion
1.1. The SHE4AHA p ojec
The Eu opean Commission's G een Pape on Ageing (Eu opean Commission,
2021), adop ed on Janua y 27, 2021, se es as a ounda ional documen o ini ia e a
comp ehensi e policy deba e on he mul i ace ed challenges and oppo uni ies
p esen ed by Eu ope's ageing popula ion. By ini ia ing his dialogue, he Eu opean
Commission aims o p epa e he EU o he p o ound demog aphic ans o ma ions
an icipa ed in he coming decades, ein o cing he Wo ld Heal h O ganiza ion (WHO)
Uni ed Na ions Decade o Heal hy Ageing (2021-2030) (WHO, 2020) and he Age-
F iendly Ci y F amewo k (WHO, 2007) as in e na ional collabo a i e pla o ms o
p omo e olde people’s igh s, heal h and wellbeing, while con ibu ing o he Uni ed
Na ions (UN) Agenda o Sus ainable De elopmen Goals (SDGs) (UN, 2015), in
pa icula SDG 3 p omo ing heal hy li es and wellbeing o all a all ages, and SDG 11
p omo ing inclusi e and sus ainable ci ies and communi ies.
The e o e, he Eu opean Commission’s G een Pape on Ageing cons i u e he
co ne s ones o he li e-cycle app oach, ha ing highligh ed conce ns abou
in e gene a ional solida i y and social sus ainabili y (Cos a, 2022) and unde sco ed he
Eu opean Union's p oac i e app oach o demog aphic shi s, aiming o os e
sus ainable and inclusi e s a egies ha add ess he implica ions o an ageing socie y.
The e o e, i se es as a ca alys o collabo a ion among membe s a es, s akeholde s,
and ci izens, os e ing he de elopmen o cohesi e policies ha p omo e ac i e ageing,
in e gene a ional solida i y, and economic esilience. This p oac i e app oach ensu es
ha he EU emains adap i e and esponsi e o he needs o i s ageing popula ion,
secu ing social and economic wellbeing o all and, in his sense, he G een Pape d aws
a en ion o he impo an ole o he WHO Global Pla o m o Moni o ing School
Heal h
1
.
Heal h P omo ing School ini ia i es adop a comp ehensi e app oach o heal h
educa ion, in eg a ing heal h in o all aspec s o school li e. This s a egy no only
bene i s immedia e s uden wellbeing bu also lays he ounda ion o heal hie
adul hood, he eby con ibu ing o he objec i es ou lined in he G een Pape on
Ageing. The Wo ld Heal h O ganiza ion (WHO) has de eloped a se ies o documen s
o guide he implemen a ion o Heal h P omo ing Schools (HPS). Each documen
ocuses on di e en aspec s o he HPS app oach. The Global S anda ds and Indica o s
(WHO & UNESCO, 2021a) es ablishes eigh global s anda ds aimed a c ea ing a
consis en amewo k o heal h p omo ion wi hin schools. These s anda ds include:
Go e nmen Policies and Resou ces, which emphasizes he need o long- e m
go e nmen commi men and esou ce alloca ion o suppo HPS ini ia i es; School
1
WHO Global Pla o m o moni o school heal h: h ps://www.who.in / eams/ma e nal-newbo n-child-
adolescen -heal h-and-ageing/adolescen -and-young-adul -heal h/school-heal h/global-pla o m- o-
moni o -school-heal h
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Figu e 5.
Teache aining in F ance o becoming a heal h p omo ing school
Iceland
In Iceland, h ee compulso y schools we e in ol ed as case s udies: H aun allaskóli
School; Foss ogsskóli School; and Djúpa ogsskóli School (Figu e 6).
Figu e 6.
Case s udies in Iceland
H aun allaskóli School, own
Ha na jö ðu
Foss ogsskóli School, own
Reykja í
Djúpa ogsskóli School, small
illage
H aun allaskóli School
7
is loca ed in he capi al in he own o Ha na jö ðu . S uden s
om he 1s o 10 h g ades a e o e 800 (age 6-15). This school has been o many yea s
a HPS and is wo king wi h he heo y o g ow h mindse , as pa o being a HPS.
7
H aun allaskóli Websi e: h ps://h aun allaskoli.is/
1s aining
day
•Topics/ S a egies:
•heal h p omo ion, HPS' p inciples, alues and pilla s, heal h and heal h de e minan s, he ole o
schools, he F ench si ua ion wi h ega ds SHP and how his could e ol e in o he HPS amewo k.
SHE ma e ial (Rapid Assessmen Tool, S anda ds, ac shee s, SHE Manual, e alua ion ocusses in
he s anda ds ma e ial o eache s in F ench e sion e c..).
•Li e skills and how o de elop hem. Re lec on how hey could ela e o hei e e y day p ac ice,
and wha ac i i ies hey hough hey al eady did o p omo e li e skills in pupils.
2nd aining
day
•Topics /S a egies:
•Applica ion by schools o The Rapid Assessmen Tool.
•Re lec i e ac i i y which enabled pa icipan s o assess whe e hey we e in e ms o heal h
p omo ion in hei schools, l, wha hey al eady did and pu in place o p omo e pupils’ heal h
wellbeing and li e skills, and how hey unde s ood he concep o Heal h P omo ing Schools
a e ha ing had he i s ession.
•Plena y deb ie ed session wi h ou eam and he dis ic ad iso s. This syn hesis phase enabled
he school heads, he eache aine s om he school dis ic and us o pool he esul o he
h ee assessmen s oge he and decide wha h e common p io i ies would be o he u u e
pilo p ojec s.
3 d aining
day
•Topics /S a egies:
•The Pixie e sion was p esen ed o he school leade .
•The objec i e was o es ablish links wi h wha had been seen du ing sessions 1 and 2. I was also
an oppo uni y o he school leade s o cla i y ce ain elemen s such as communica ing wi h he
amilies.
•Finally, i allowed school leade s o discuss he pa ne ship wi h he local au ho i ies.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Foss ogsskóli School
8
is in he capi al Reykja ík. S uden s om de 1s o 7 h g ades a e
abou 300 (age 6-12). I has been o many yea s a Heal h P omo ing School. Now i is
wo king wi h social ela ions and ela ionship building h ough physical ac i i y du ing
b eaks and s uden s’ and pa en s’ ela ionship h ough heal hy die , inc easing ui and
ege able in ake.
Djúpa ogsskóli School
9
is loca ed on he eas e n side o Iceland in a small illage (550
km om he capi al), bu he illage is now pa o a la ge communi y sp ead h oughou
he eas wi h some dis ance be ween illages/ owns. S uden s om he 1s o 10 h
g ades a e abou 90 (age 6-15). This school is aking he i s s ep o becoming a heal h
p omo ing school bu has been a Ci aslow school o many yea s. Thei aim is o
combine ha wi h he s uc u e o HPS h ough he implemen a ion.
SHE4AHA eache aining was de eloped in di e en phases wi h di e en a ge -
popula ion (Figu e 7).
Figu e 7.
Teache aining in Iceland o becoming a heal h p omo ing school
Po ugal
In Po ugal ou case s udies in h ee di e en municipali ies we e de eloped:
Monsenho Elísio A aújo Elemen a y School; Basic School o Ribei a do Nei a; Basic
School o Gual a ; and Viei a de A aújo Basic and Seconda y School (Figu e 8).
8
Foss ogsskóli School Websi e: h ps:// oss ogsskoli. eykja ik.is/
9
Djúpa ogsskóli School Facebook: h ps://www. acebook.com/p o ile.php?id=100057643320708
Join online
mee ing
•The e has been one join mee ing online o eache s wi h he aim o in oduce he
p ojec .
Join wo kshop
•Pa icipan s: Join wo kshop wi h ep esen a i es o all he pilo schools.
•Topics/ s a egies: all he ma e ial ela ed o he SHE4AHA p ojec ; in odu ion o all he
Icelandic ma e ial and he SHE ma e ial wi h explana ion o he di e ences. All pa icipan s
comple ed he SHE apid assessmen ool (RAT), bu hey a e also wo king on upda ed
de ailed checklis s (build on he SHE RAT) de eloped o HPS in Iceland. They ha e chosen
hei p io i ies o he 2022-2023 school yea and pu ha in o a p ojec ha hey a e
wo king on.
Se e al
indi idual
mee ings
•Local: Each school
•Topics/ s a egies: All schools ha e go en se al o indi idual mee ings o suppo ing he
p ojec .
Two join
wo kshops
•Pa icipan s: Join wo kshop wi h ep esen a i es o all he pilo schools.
•Topics/ s a egies: wo king wi h hei li ing documen o he p ojec and ano he join
wo kshop discussing he di e ence and he need o he Pixi SHE4AHA)guide s he Icelandic
ma e ial Guide.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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Figu e 8.
Case s udies in Po ugal
Monsenho Elísio A aújo Basic (P ima y) School
Ribei a do Nei a Basic (P ima y) School
Gual a Basic (P ima y) School
Basic and Seconda y School Viei a de A aújo
Monsenho Elísio A aújo Elemen a y School is pa o he School Clus e o Vila Ve de
10
.
Loca ed in he pa ish o Regalados, abou 5 km om he Municipali y o Vila Ve de, o
which i is pa , is a u al school om p e-school educa ion o he 9 h g ade wi h o e
700 s uden s aged 6-14 yea s old (g ades 1-9) and abou 300 child en om 3 o 5 yea s
old. The school has se e al leisu e clubs and p ojec s, such as school spo s, book
es o a ion, hea e club, jou nalism club, cons uc ions and model making, ga dening
club, science and sexuali y educa ion club. The SHE4AHA p ojec was based in a whole
school app oach, con inuing he dynamics o he school as a HPS.
Ribei a do Nei a Basic School is in eg a ed in he School Clus e o Mou e and Ribei a
do Nei a
11
. I is loca ed in he Union o Pa ishes o Ribei a do Nei a, abou 14 km om
he Municipali y o Vila Ve de, o which i is pa . This u al schools wi h o e 800
s uden s aged 6-14 yea s old (g ades 1-9) and abou 300 child en om 3 o 5 yea s old.
This school is pa o a communi y whe e ag icul u e and pas o alism play a undamen al
ole in supplemen ing amily income. The school has se e al leisu e clubs and p ojec s,
g ea ly app ecia ing i s pa icipa ion in he Eco-Schools P ojec . The SHE4AHA p ojec
was based in a whole-class app oach.
Basic School o Gual a is an u ban school which belongs o Ca los de Ama an e School
Clus e
12
loca ed a he Municipali y o B aga. I has a ound 700 s uden s om he 5 h
o he 9 h g ade (10 o 14 yea s old). This school cu en ly has he Heal hy School seal
and he Eco-Schools seal. The school has se e al clubs and p ojec s, o example, he
heal h educa ion p ojec , he school ege able ga den, he in eg a i e p ojec , he ma h
10
School Clus e o Vila Ve de Websi e: h ps://ae .edu.p /
11
School Clus e o Mou e and Ribei a do Nei a Websi e: h ps://www.aemou e nei a.com/
12
Websi e Ca los Ama an e School Clus e Websi e: h ps://aeca losama an e.p /
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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wo kshop and he music club. SHE4AHA p ojec was based in a whole school app oach,
con inuing he dynamics o he school as a HPS.
Viei a de A aújo Basic and Seconda y School, om he Viei a do Minho Municipali y, is
a semi-u ban p epa a o y and seconda y school ha belongs o he Viei a de A aújo
School Clus e
13
. I has abou 700 s uden s om he 5 h o he 12 h g ade (10 o 17
yea s old). The school has pa icipa ed in se e al ERASMUS+ and eTwinning p ojec s
and has se e al clubs and o he complemen a y ac i i ies, such as he a s club, school
spo s, obo ics club and “li ing science” club. SHE4AHA p ojec was based in a whole
school app oach, gi ing also con inui y o he dynamics o he school as a HPS.
SHE4AHA eache aining was ca ied ou a he Resea ch Cen e o Child S udies
(h ps://ciec-um-minho.web low.io/) o he Uni e si y o Minho (Figu e 9).
Figu e 9.
Teache aining in Po ugal o becoming a heal h p omo ing school
Slo enia
The Slo enian eam collabo a e wi h he h ee p ima y schools case s udies because
hey ha e been membe s o he ne wo k o many yea s. They a e he ollowing small
13
Websi e Viei a de A aújo School Clus e Websi e: h ps://www.ae a.p /si e/
10 hou s-
online Cou se
(2 weekly cha s o
2 hou s each)
•Pa icipan s: In i ed eache s wi h expe ience in implemen ing heal h p omo ion and educa ion
p ojec s in his/he school.
•Topics: concep s o heal h, heal h de e minan s, heal h p omo ion and e hics in heal h
p omo ion (SHE alues), he se ing app oach, and he SHE Pilla s. The SHE apid assessmen
ool was comple ed. The SHE websi e was also explo ed and pa icipan s we e in i ed o explo e
he Ma e ial o Teache s on Heal h P omo ion a home in mo e dep h.
•B idging ac i i y: A his s age, hese eache s wan ed o expand he g oup and in ol e mo e
eache s and some echnicians om he school. By sugges ion o one o he schools, a new
school was in ol ed.
25 hou s- ace-
o- ace Cou se
(3 days: 1 day
pe mon h)
•Local: Uni e si y o Minho
•Topics: e isi he concep s wo ked on in he online aining and o p esen he SHE ma e ials,
he Re ised SHE School Manual, and he SHE S anda ds and indica o s. Subsequen ly, co-
c ea ion wo ked on, and he implemen a ion heo y o E e Vedung and an iden i ica ion o an
implemen a ion s a egy o p omo e heal h a school was made. Sha ing o expe iences
ega ding conc e e pilo p ojec s ini ia ed by schools; e lec ing on wha hey a e doing and
wha hey ha e lea ned; lea ning om he expe iences o o he schools. (Please see SHE4AHA
websi e: The Good P ac ice Ca alogue)
25 hou s a he
school se ing
•Local: Each school
•Topics:O ganiza ion o pa icipan s as acommuni y o p ac ice o co-c ea e, implemen and
e alua e he school p ojec
Pedagogical
supe ision a
he school
se ing
•Local: Each school
•Topics:Th oughou he p ojec , he aine suppo ed he g oup a school o gi e hem
eedback, o e alua e he p ocess and esul s, and o c ea e condi ions o he sus ainabili y o
he p ojec .
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
12
illage schools qui e a om Ljubljana: OŠ Bis icaob So li; Du o lje P ima y School;
and Osno na šola Tone a, Tomšiča Knežak (Figu e 10).
Figu e 10.
Case s udies in Slo enia
OŠ Bis icaob So li
Du o lje P epa a o y
School
P ima y School Tone Tomšič
Knežak
Osno na šola Bis ica ob So li (OŠ Bis ica ob So li)
14
, loca ed in he Municipali y o
Bis ica ob So li, is a public p epa a o y school, om he 1s o he 9 h g ades, and had
app oxima ely 130 s uden s en olled. This school emphasizes a comp ehensi e
educa ional app oach, ocusing on he holis ic de elopmen o s uden s and p epa ing
hem o u he educa ion. I o e s a ious p og ams and ac i i ies aimed a os e ing
bo h academic and pe sonal g ow h. The school ac i ely pa icipa es in in e na ional
p ojec s o enhance educa ional expe iences. In ecogni ion o i s inno a i e eaching
me hods, OŠ Bis ica ob So li ecei ed he Eu opean Awa d o Inno a i e Teaching in
2021. This accolade highligh s he school's commi men o adop ing c ea i e and
e ec i e educa ional p ac ices.
Du o lje P epa a o y School
15
, loca ed in he Municipali y o Sežana, is a public
p epa a o y school, om he 1s o he 9 h g ades, and had app oxima ely 256 s uden s
en olled. In he 2023/2024 school yea , Du o lje Elemen a y School s i ed o con inue
he adi ion o a quali y and locally ecognizable school, ying o enable s uden s o
achie e op imal esul s acco ding o hei abili ies and in ol ing hem in nume ous
p ojec s ha a e he esul o high-quali y coope a ion be ween s uden s, eache s and
ex e nal collabo a o s. The school place special emphasis on in e gene a ional
coope a ion and coope a ion wi h o he educa ional ins i u ions, ying o encou age
s uden s o be open and accep di e si y, o lea n ole ance and help people.
P ima y School Tone Tomšič Knežak (Osno na šola Tone Tomšiča Knežak)
16
, in he
Municipali y o Ili ska Bis ica, is also a public p epa a o y school, om he p eschool o
he 9 h g ade. In he 2023/24 school yea , he school has 129 s uden s, 9 independen
classes, h ee ex ended-s ay classes, and ou p eschool classes. Classes a e held in one
shi acco ding o he cu iculum.
SHE4AHA eache aining was implemen ed by The Na ional Ins i u e o Public Heal h,
which coo dina es he HPS ne wo k, wi h he suppo o he Minis y o Heal h and he
14
OŠ Bis icaob So li Websi e: h ps://www.osbis icaobso li.si/
15
Du o lje P epa a o y School Websi e: h ps://www.os-du o lje.si/
16
Osno na šola Tone a Tomšiča Knežak Websi e: h ps://www.os-knezak.si/
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
13
Minis y o Educa ion. Usually, hese coo dina o s o he Na ional Ins i u e ha e egula
mee ings wi h he schools in ol ed in he HPS ne wo k (e e y wo mon hs, occasionally
e en mo e o less o en), aining sessions, and egula con ac ia email o elephone.
They also send all ele an ma e ials o he schools. In o his SHE4AHA Teache aining
2 days-join aining we e ca ied ou ollowed by mee ings wi h school e e y wo mon h
(Figu e 11).
Figu e 11.
Teache aining in Slo enia o becoming a heal h p omo ing school
2. Con ex o SHE4AHA policy and
implemen a ion ecommenda ions
2.1. Challenges add essed by he SHE4AHA p ojec
The School Heal h in Eu ope o Ac i e and Heal hy Ageing p ojec was ini ia ed o
ackle se e al challenges associa ed wi h he demog aphic changes in Eu ope,
pa icula ly he ageing popula ion. The p ojec add esses main eigh in e connec ed
p ima y challenges (Figu e 12).
2-days Cou se
•Pa icipan s: eache s om he h ee schools oge he .
•Topics: Heal h as a concep , Heal h de e minan s, Heal h p omo ion, The se ing
app oach (pa icipa ion, ac ion compe ence, implemen a ion, sus ainabili y, ...), Heal h
li e acy, 5 s eps o HP School, P esen a ion o Schools o Heal h in Eu ope Ne wo k
Founda ion (SHE), P esen a ion o he SHE ma e ial (The SHE websi e; Manual on how o
become a heal h p omo ing school,HE apid assessmen ool; Ma e ials o Teache s–
abou Heal h P omo ion and heal h li e acy; s anda ds and indica o s), p ocess mapping
ool (pu pose/use)
P ac ical guidance
a he school se ing
•Pa icipan s:each school.
•Topics:Th oughou he p ojec , he e we e mee ings wi h each school e e y wo mon hs
o p o ide p ac ical guidance on implemen a ion, e alua ion, communica ion and
p omo ion o p ojec sus ainabili y.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
14
Figu e 12.
Main challenges add essed by he SHE4AHA p ojec
The i s challenge o he SHE4AHA p ojec is o esponded o Policy on Ageing by
de eloping and implemen ing s a egies ha suppo ac i e and heal hy ageing om
an ea ly age. The second challenge is implemen ing he Heal h P omo ing School
amewo k ac oss Eu ope, os e ing en i onmen s ha suppo s uden s' physical,
men al, social, in ellec ual, spi i ual, occupa ional and en i onmen al wellbeing
h oughou hei educa ional jou ney. To cope wi h his challenge SHE4AHA eam
challenged i sel o de elop accessible and lexible aining ma e ials o assis schools
in adop ing heal h p omo ing p ac ices, ensu ing ha eache s de elop hei knowledge
and compe ences o implemen hese s a egies.
The ou h challenge o he SHE4AHA is o educe dispa i ies in heal h ou comes among
di e en socioeconomic g oups a local, na ional and in e na ional le els by s a ing
wi h he p omo ion o inclusi e heal h p omo ion s a egies wi hin schools. The e o e, i
is also a challenge in he SHE4AHA p ojec enhancing heal h and wellbeing in schools
h ough he implemen a ion o co-c ea ed p ojec s aimed a imp o ing s uden s'
wellbeing and c ea ing suppo i e school en i onmen s.
1. Aligning SHE4AHA
o he Eu opean
Commission's G een
Pape on Ageing wi h
Eu opean
2. In eg a ing he HPS
app oach in o schools
ac oss Eu ope
3. De eloping
T aining Ma e ials
o Heal h
P omo ing Schools
4. Add essing
Heal h
Inequali ies
5. Enhancing
Heal h and
Wellbeing in
Schools
6. P omo ing
Heal hy
Li es yles om
an Ea ly Age
7. E alua ing
and
Dissemina ing
Bes P ac ices
8. Enhancing
C oss-Bo de
Collabo a ion
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
15
Recognizing ha habi s o med du ing childhood signi ican ly impac heal h in la e
yea s, SHE4AHA has as i s six h challenge o encou age he adop ion o heal hy
beha iou s ea ly on o p e en age- ela ed heal h issues. To ace his challenge,
SHE4AHA has also he challenge o e alua e and encou age schools o e alua e heal h
p omo ion ac i i ies and sha ing success ul s a egies among schools o encou age
widesp ead adop ion o bes p ac ices.
To inalize, he eigh h main SHE4AHA challenge is o enhancing c oss-bo de
collabo a ion. The p ojec acili a ed coope a ion among schools in a ious Eu opean
coun ies, p omo ing he exchange o bes p ac ices and collabo a i e solu ions o
common heal h challenges.
By add essing hese main challenges, SHE4AHA aimed o c ea e a comp ehensi e
amewo k o p omo ing heal h and wellbeing h oughou indi iduals' li espans,
s a ing om ea ly educa ion laying a solid ounda ion o heal hie , mo e ac i e ageing
ac oss Eu ope by add essing key heal h de e minan s du ing he o ma i e school yea s.
2.2. Ta ge audience needs and SHE4AHA solu ions
SHE4AHA ERASMUS+ p ojec implemen a ion ound a mul i ace ed need o key a ge
audiences in ol ed in he school communi y: child en and s uden s, eache s, school
leade s, pa en s, policymake s, and he b oade school communi y.
Child en and s uden s’ heal h and wellbeing needs and solu ions
This p ojec shows ha mos o heal h and wellbeing a ge audience needs and
s a egies o deal wi h hem a e common in di e en Eu opean coun ies. Figu e 13
shows solu ions o each hese i e key needs iden i ied: “Need o a sa e, inclusi e, and
ac i e lea ning en i onmen ”; “Need o pa icipa o y and heal h and wellbeing ac ion
compe ences”; “Need o p edic abili y and s uc u e in school, amily and socie y”;
“Need o mo emen and engagemen ”; and “Need o social cohesion”.
To deal wi h he i s need equi es a combina ion o s a egies ha add ess physical
sa e y, a cul u e o espec , belonging and inclusion, he suppo o s uden men al
heal h and wellbeing and a cul u e o espec , and making lea ning accessible o
e e yone. Speci ic s a egies desc ibed on Figu e 13 a e pa o he Heal h P omo ing
Schools App oach (Vilaça e al., 2017) and he majo i y o hem we e alida ed on he
SHE4AHA p ojec when schools implemen ed he “You Guide o Becoming a Heal h
P omo ing School” (Schulz e al., 2025).To mee he second need, no only he SHE and
SHE4AHA ma e ial is sui able, bu also o he ERASMUS+ p ojec s in ol ing membe s
o he SHE esea ch-g oup, such as he Co-c ea ing Well a e (KA202-2016-12),
CoC ea ing Wellbeing (KA220-VET-ADD1022F) and he Ru al eHeal h Facili a o s - REACT
(KA220-ADU-2D9650FE) p ojec s which, among o he s, a e g ea sou ces o inspi a ion.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
16
Figu e 13.
Child en’ and s uden s’ heal h and wellbeing need and solu ions
Need o a sa e, inclusi e, and ac i e lea ning en i onmen s
Solu ions: C ea ing sa e spaces ha p omo e bo h social and academic wellbeing
*Ensu ing sa e physical spaces and physical sa e y
*Fos e ing a cul u e o espec and inclusion: p omo ing ze o- ole ance policies o bullying and
disc imina ion; eaching con lic esolu ion skills; es ablishing clea ules and expec a ions o
espec ul beha io ; implemen ing inclusi e cu icula ega ding gende , sexual and cul u al
di e si y and cul u al awa eness; aining s a o ecognize signs o men al heal h s uggles and
p o ide necessa y suppo ; c ea ing sa e spaces whe e s uden s can exp ess hemsel es eely.
*Suppo ing s uden men al heal h and wellbeing: p o iding counseling se ices and p omo ing
men al heal h awa eness; encou aging mind ulness and s ess-managemen ac i i ies in he
class oom (e.g., b ain b eaks, mind ulness, eamwo k); educe academic p essu e by p omo ing
g ow h mindse app oaches.
*Making lea ning accessible o e e yone: adap ing eaching me hods o di e en lea ning s yles
and abili ies; explo ing he lexible class oom sys em; using Uni e sal Design o Lea ning o
make con en mo e accessible; ensu ing s uden s wi h disabili ies ecei e app op ia e
accommoda ions and suppo
Need o pa icipa o y and heal h and wellbeing ac ion compe ences
Solu ions: De eloping pa icipa o y policies ha p omo e decison making p ocesses,
genuine pa icipa ion and ac ion-o ien ed p ojec s which os e owne ship, ac ion
compe ence, wellbeing and mo i a ion o lea ning
*Encou aging open communica ion: se ing up s uden eedback channels, such as
s uden councils, sugges ion boxes o pa icipan ing in ocus g oups; aining eache s
o p ac ice ac i e lis ening and add ess s uden conce ns p omp ly; using pee
men o ing p og ams whe e olde s uden s suppo younge ones.
*Suppo ing pa icipa o y and ac ion-o ien ed p ojec s: pa icipa o y app oach in SHE
ma e ial emphasize s uden in ol emen in shaping a heal hy school en i onmen
iden i ying heal h- ela ed challenges in hei schools, aking an ac i e ole in decision-
making, and engaging in collabo a i e p oblem-sol ing wi h eache s, pa en s, and he
communi y.
Need o p edic abili y and s uc u e in school, amily and socie y
Solu ions: C ea ing s uc u ed school, amily and social en i onmen s allowing o
lexibili y and adap abili y while ensu ing s uden s eel sa e, suppo ed, and
p epa ed o changes
* Es ablishing a consis en and suppo i e en i onmen in school: clea ules and
ou ines; s uc u ed lea ning plans; isual schedules; smoo h ansi ions; egula
eache check-ins, counseling suppo , and men o ing p og ams .
* P o iding s abili y and emo ional secu i y in amily: consis en ou ines a home;
open and hones communica ion; amily mee ings; and emo ional p edic abili y,
being amily a model o calm and consis en emo ional esponses, helping child en
eel secu e.
*C ea ing a s able and inclusi e communi y: sa e and s uc u ed public spaces;
suppo o amilies and schools; anspa en social sys ems; and communi y
in ol emen encou aging s uden pa icipa ion (e.g. you h g oups o olun ee ing)
Need o mo emen and engagemen
Solu ions: Encou aging ac i e lea ning and mo emen -based s a egies in school,
mo emen a home and ac i e and engaging communi ies
*Ac i e lea ning and mo emen -based s a egies in school: mo emen in o lessons; physical
educa ion mo e engaging; ac i e b eaks; ou doo lea ning; and hands-on lea ning
*Encou aging ac i e and engaging amilies and communi y: amily walks, bike ide, ac i e
anspo , imposing limi s o sc een ime; communi y mo emen - iendly public spaces.
Need o social cohesion
Solu ions: P o inding g oup walks, sha ed eading, and us -building exe cises ha encou age
pee connec ions and c ea e a sense o oge he ness ac oss age le els.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
17
Thi dly, s uden s need school, amily, and social en i onmen s ha p o ide lexible and
adap able p edic abili y and s uc u e, ensu ing child en and s uden s eel sa e,
suppo ed, and p epa ed o changes, as hese elemen s c ea e a sense o secu i y,
educe anxie y, and enhance lea ning. In he school, some s a egies o mee his need
a e: well-de ined schedules, beha iou al guidelines ha a e consis en ly en o ced;
lesson plans ha ou line daily objec i es o help s uden s knowing wha o expec ;
pos ing daily o weekly ime ables in class ooms o p o ide s uden s wi h a clea sense
o wha is coming nex ; coun downs, signals, o s uc u ed ansi ions be ween ac i i ies
o minimize anxie y; and egula eache check-ins, coaching-suppo , and men o ing
p og ams o ensu es s uden s always know whe e o seek help.
P o iding s abili y and emo ional secu i y in amily is also c ucial o answe his need.
Regula meal imes, bed ime ou ines, and s udy schedules help o c ea e a s able
en i onmen as hese s a egies impose consis en ou ines a home. Pa en s should
explain changes o upcoming e en s o child en in ad ance o educe unce ain y,
communica ing openly and hones ly. P omo ing egula amily in o mal mee ings o
discuss abou schedules, conce ns, and expec a ions also c ea e a sense o s uc u e
and inclusion. Emo ional p edic abili y o ca egi e s gi ing consis en emo ional
esponses, also help child en o eel secu e.
C ea ing a s able and inclusi e communi y implies ha schools, pa ks, and communi y
cen es o e p edic able en i onmen s whe e s uden s can engage in sa e, supe ised
ac i i ies. Go e nmen s and o ganiza ions can p omo e p og ams ha assis amilies
wi h childca e, men al heal h suppo , and academic esou ces. Public ins i u ions,
based on anspa en social sys ems, should p o ide clea guidelines and consis en
policies o help young people unde s and socie al expec a ions and communi y should
encou age s uden pa icipa ion in local e en s, you h g oups, o olun ee p og ams,
os e ing a sense o belonging and s abili y.
The need o mo emen and engagemen can be me inco po a ing mo emen in o
lessons, using s a egies such as ole-playing, hands-on ac i i ies, and in e ac i e
games, b ain b eaks (sho physical ac i i ies be ween lessons) o boos ocus and
ene gy and s anding desks o lexible sea ing o allow mo emen while lea ning. I is
also c ucial o mee his need o e ing a a ie y o ac i i ies beyond adi ional spo s
(e.g., wa e spo s, yoga, dance, ma ial a s, o pa kou , depending on he school
con ex ). In he same line o ac ion p o iding s uden choice in Physical Educa ion
ac i i ies inc eases s uden mo i a ion, pa icipa ion and engagemen . Lessons also
could encou age s uden s’ mo emen eaching science, ma h, o eading lessons
ou side o make lea ning mo e dynamic o o ganizing na u e walks o ou doo esea ch
ac i i ies. Encou aging eam p ojec s in ol ing expe imen ing and using inqui y-based
lea ning whe e s uden s sol e eal-wo ld p oblems is also a good s a egy.
Mo emen also should be encou aged a home, o example c ea ing a daily mo emen
ou ine, such as amily walks, bike ides, o dance b eaks, using ac i e anspo (walking,
biking, o scoo e ing o school) and limi ing sc een ime o balance seden a y ac i i ies
wi h physical play. Encou aging ga dening o cooking a e also good s a egies.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
24
Con ibu ion 1.
Ea ly in oduc ion o physical ac i i y, heal hy nu i ion, men al
heal h, sexuali y and wellbeing p omo ion p ac ices
Heal h P omo ing Schools emphasizes heal h and wellbeing p omo ion p ac ices as
p e en i e e o s like mo emen -based lea ning, mind ulness, and heal h and
wellbeing p ac ices om a young age.
Impac
P omo ing long- e m physical and men al heal h, educes he isk o ch onic illnesses
and men al heal h challenges in olde age.
Examples o SHE4AHA
In Danish schools, ini ia i es like B ain B eaks, yoga, and mind ulness we e
implemen ed, imp o ing pupils' eadiness o lea ning while es ablishing habi s ha can
p e en heal h decline la e in li e.
In F ance, The Flexible Class oom P ojec a he Ecole P imai e du Mas is also a piece
o good-e idence ega ding s uden wellbeing. Wi h he objec i e o wo k school
clima e, i was se up a lexible class oom. This in ol ed ins alling equipmen and
physically o ganizing he class oom o bes mee he needs o he pupils.
H aun allaskóli in Iceland shows a piece o good e idences ega ding how o p omo e
men al heal h and esilience wi h he G ow h Mindse implemen a ion p og am ha is
a ou -yea in e en ion among all s a and s uden s a he compulso y le el o he
school. The implemen a ion seeks o use bo h a g ow h mindse and mind ulness o
c ea e a lea ning communi y ha is cha ac e ized by us , a posi i e mindse , indi idual
sel -con idence and good ela ionships among s uden s and s a . Wi h a s ong
mindse , e e yone will be be e equipped o ake on hei asks and challenges. All o
his is aimed a inc eased wellbeing and be e accomplishmen .
In Po ugal, a he Basic School o Gual a , mind ulness was also implemen ed and an
ac ion-o ien ed p ojec in e -classes was de elop ega ding "A ec ions a School". In
his p ojec , s uden s sugges ed a se o ac ions
17
o p omo e socio-a ec i e heal h ha
included: sessions o he p omo ing socio-emo ional skills p og am "Slow we go a
away"; he "Week o A ec ions"
18
, wi h exchange o messages, clo hesline o
complimen s, music and emo ions, elaxa ion, o igami o g a i ude, medi a ion on sel -
es eem, walking in pai s, iendship wo kshop, iendship ee, mail om iends; pee
educa ion on “Lo e is in he decisions we make e e y day”; de elopmen o a "You h
Space"
19
by s uden s, and pa icipa ion in he "You h Pa liamen " wi h he heme
"Men al heal h - wha challenges and answe s".
In Slo enia, a big p ojec was ca ied ou a he P ima y School Du o lje, in ol ing
child en om he 1s o he 5 h g ade ( om 6 o 10 yea s old). The main goal o his
p ojec was o c ea e a bookle o p omo e a heal hy li es yle called "Du omajček in he
17
Socio-emo ional ac ions: h ps://padle .com/ma ak us/jo ens-em-a-o- z qen oglh6 mx
18
Week o A ec ions: h ps://padle .com/ma ak us/semana-dos-a e os-e1u73lbhlkuwps73
19
You h Space: h ps://padle .com/ma ak us/espa-o-jo em-mx2mkm mggchzkau
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
25
Heal hy School," which in oduces child en o a heal hy li es yle in en e aining and
play ul way, wi h he help o Du omajček - he bunny om Ka s egion in Slo enia,
called Ka s . Du ing his ime, ew cha i y e en s a school, allowing pupils o comple e
some asks o he book a school we e o ganized. Howe e , o ce ain asks, pa en s
helped he child en, o hey comple ed he asks oge he . O e he cou se o a day,
se en wo kshops o child en and pa en s, all hema ically ela ed o he asks om he
bookle we e also implemen ed by eache s, psychologis s, and nu ses om he local
Heal h Cen e in Sežana. The day concluded wi h exchange o books, boa d games,
and oys, along wi h he announcemen o he esul s o he physical ac i i y challenge.
A second p ojec ca ied ou in Slo enia en i led “Le 's walk a ound Slo enia", a he
Bis ica ob So li P ima y School, aimed a encou aging all s uden s a he school o be
mo e physically ac i e. The s a began o encou age hem o be physically ac i e du ing
hei ee ime (wai ing o classes in he mo ning o a e noon wai ing o he bus and
du ing long b eaks). They came up wi h he idea o walking a ound he school
playg ound o a dis ance equi alen o he leng h o he Slo enian bo de (1370 km).
The ac i i y was p esen ed o all pupils, and all s a we e in ol ed. Pupils we e
ins uc ed o walk wo laps a ound he playg ound ack each day in hei ee ime.
A e comple ing he ask, hey could engage in any ac i i y o hei choice. The goal
se a he beginning o he ask was no only achie ed, bu exceeded. The leng h o he
Slo enian bo de was co e ed almos h ee imes. In addi ion o he s uden s, eache s,
school isi o s (pa en s, local communi y, e c.) also con ibu ed o he kilome e coun .
Ano he p ojec "Le 's ge ac i e on F iday!", ca ied ou a he Slo enian P ima y school
Tone Tomšič Knežak, aimed a in ol ing on physical ac i i y as many s uden s and
employees a he school as possible. The main b eak on F idays o he ac i i ies was
chosen, and each class, oge he wi h hei class eache s, p epa ed a 10-15 minu e-
physical ac i i y based on a p ede e mined lis pe o med in he school gym. The oldes
pupils s a ed, and he younges - i s g ade s inished. S uden s chose and o ganized
e y di e en physical ac i i ies (s e ching exe cises, s eng h exe cises, b ea hing
exe cises, games, and dance...). The pupils we e en husias ic abou ac i e F idays and
conside ed hem impo an o be e physical heal h, inc eased hei p oduc i i y in
subsequen school hou s, and educed s ess.
Con ibu ion 2. De eloping li elong heal hy and wellbeing habi s
Heal h P omo ing Schools encou age heal hy li es yle habi s such as
physical ac i i y,
heal hy nu i ion, and men al wellbeing p ac ices
ea ly in li e. In eg a ing mo emen
in o educa ion, demons a e how physical ac i i y suppo s bo h physical and men al
heal h.
Impac
Encou aging sus ainable beha io s ha ca y in o adul hood and old age, suppo ac i e
and independen li ing. Es ablishing li elong physical ac i i y habi s, educe isks o
ca dio ascula diseases, obesi y, and mobili y issues in olde age.
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
26
Examples o SHE4AHA
Schools like Blåbje g Child en’s Uni e se in Denma k combine physical ac i i y wi h
lea ning, encou aging pupils o see mo emen as a li elong, enjoyable p ac ice.
P og ams like daily g oup walks and “Walk o he Day” a Blåbje g Child en’s Uni e se,
in Denma k, also c ea e a cul u e o mo emen and wellbeing.
In F ance, he Ecole Ma e nelle du Mas de eloped he “The B eak as Ac i i y”, ocused
on educa ion o ood and as e o s eng hening and p omo ing he pa ne ship wi h
pupils’ amilies. In his school child en (3 o 6 yea s old) we e educa ed abou ood and
as e, a e he b eak as s we e launched in he school on he F idays be o e he school
holidays and hen implemen a ion was ca ied ou in wo s ages: du ing Tas e Week,
b eak as was o e ed wi h he help o he amilies, and e e y day a di e en culina y
cul u e explo ed based on he amilies’ backg ounds and o igins, and in he s age 2, in
he day be o e each school holiday, b eak as was also o ganized.
In Iceland, he Djúpa ogsskóli p ojec in i led “Implemen ing Heal h p omo ing school
app oach and in eg a ing o Ci a-slow app oach”, wi h he p ima y goal o aligning i
wi h he Ci a-slow philosophy, ocused he pilo p ojec in o h ee hemes: Theme 1-
Nu i ion and Physical Ac i i y; Theme 2- Mind ulness and Men al WellBeing; Theme 3-
Toge he ness and Coope a ion. The a ge g oup included s uden s, s a , and he
b oade communi y, ensu ing ac i e pa icipa ion om all s akeholde s in c ea ing a
heal hie and mo e suppo i e en i onmen . The school’s engagemen wi h he
mo emen enhanced bo h s a and communi y in e es in he p ojec . The assessmen
esul s (checklis s baseline) highligh ed oppo uni ies o s eng hening he HPS
app oach u he . S a in e es in he p ojec has g own as posi i e ou comes ha e been
achie ed, wi h inc easing pa icipa ion om s uden s and pa en s in ini ia i es like
school ga dens, mind ulness p og ams, and physical ac i i y p ojec s.
Con ibu ion 3. P omo ing men al heal h and esilience ac oss he li espan
Heal h P omo ing Schools in eg a es mind ulness and men al wellbeing ini ia i es o
build emo ional egula ion and esilience.
Impac
S eng hening men al heal h and coping s a egies as well as pe sonal and social
compe ences, con ibu e o educed isks o dep ession and anxie y in ageing
popula ions.
Examples o SHE4AHA
Mind ulness p ac ices a he Danish Vi askolen Boh helped s uden s o de elop ools
o manage s ess and main ain men al wellbeing h oughou hei li es.
A he Foss ogsskóli, in Iceland, he “Leisu e ac i i ies du ing ecess, heal hy mo ning
snacks and heal h in o ma ion o pa en s” p ojec shows a lo o e idences in his g oup
o con ibu ions. The goals we e o os e a heal hie , mo e suppo i e school
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
27
en i onmen ha p io i izes he physical, men al, and social wellbeing o s uden s. The
p ima y goals included educing ins ances o bullying, enhancing s uden wellbeing,
and p omo ing heal hie nu i ional habi s h ough inc eased consump ion o esh ui s
and ege ables. Addi ionally, he p ojec sough o p o ide s a and pa en s wi h he
ools and knowledge necessa y o suppo s uden s’ wellbeing e ec i ely, while
c ea ing a amewo k ha ensu es he long- e m sus ainabili y o hese e o s.
Mo e examples eme ged om he Po uguese con ex . One o hem is he Monsenho
Elísio A aújo Basic School p ojec “Heal hy cell phone- ee b eaks”
20
, whe e s uden s
c ea ed boa d games, adi ional games and dances o li en up b eaks be ween classes
and socialize wi h classma es in a heal hy way wi hou using cell phones. Conce ns abou
excessi e cell phone excessi e use we e also e iden a he same school in he p ojec
"B eaks away om social media and impac on men al heal h"
21
, in which s uden s
decided o spend mo e ime cycling wi h iends in hei ee ime ou side o school,
ins ead o using ideo games o online social media. Ano he Po uguese p ojec
ega ding cell phone excessi e use was implemen ed a he Basic and Seconda y School
Viei a de A aújo based in a whole class app oach, en i led “Raise You Head: Dange o
Excessi e Use o New Technologies 11 h G ade”
22
, whe e s uden s om he 11 h g ade
encou age schools’ colleagues o hink c i ically on his opic.
Con ibu ion 4. De eloping ac ion compe ence in all indi iduals owa ds owne ship
o heal h and wellbeing
Heal h P omo ing Schools ac i ely in ol e pupils in heal h decisions, os e ing a sense
o owne ship and empowe men in main aining hei heal h and wellbeing.
Impac
Encou aging indi iduals o ake esponsibili y o hei heal h as hey age, imp o es
quali y o li e and educing heal hca e dependency.
Examples o SHE4AHA
In Denma k, ools like he B ain B eak Wheel show good esul s o enable pupils o
make heal h- ela ed choices, and building con idence in managing hei wellbeing.
In Po ugal, a good example o a pa icipa o y and ac ion-o ien ed p ojec wi h posi i e
esul s in he de elopmen o s uden ac ion compe ence was he class-based p ojec
“I 's in DATING ha e e y hing BEGINS... and only YOU can decide when i ENDS!”
23
.
Wi h he goal o p e en ing da ing iolence, a 7 h g ade class ac ed o ganizing a
20
Heal hy Cell Phone-F ee B eaks: h ps://www.you ube.com/wa ch? =eqRPgZyqZdM
21
B eaks away om social media and impac on men al heal h:
h ps://www.you ube.com/wa ch? = djwBS_mb6E& =9
22
Raise You Head: Dange o Excessi e Use o New Technologies 11 h G ade:
h ps://www.can a.com/design/DAFk5Gexx_s/C3J3x_Fzi Ohj4Jp6VHIuA/wa ch?u m_con en =DAFk5Gex
x_s&u m_campaign=designsha e&u m_medium=link&u m_sou ce=publishsha elink
23
Padle o he I 's in DATING ha e e y hing BEGINS P ojec : h ps://padle .com/manuelasousa9/no-
namo o-que- udo-come-a-e-s- u-podes-decidi -quando-acaba- gmidssg8b11 4l
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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wo kshop o olde s uden s and epea ed i wi h hei pa en s. The wo kshop included
he p esen a ion o he heme by he s uden s wi h wo communica ions, “Don’ con use
lo e wi h abuse” and “S op da ing iolence”, a shadow hea e, which hey w o e and
d ama ized: “S ep on o he s age agains da ing iolence: close he doo agains da ing
iolence”; a li le musical momen ; a deba e wi h expe s mode a ed by s uden s; and
he inal signing o a con ac d awn up by hose p esen , which desc ibed he
beha iou s ha e e yone commi ed o adop ing in he u u e in o de o p e en o
epo da ing iolence.
Con ibu ion 5. Suppo ing li elong lea ning and cogni i e heal h
Heal h P omo ing Schools cul i a e c i ical hinking, adap abili y, and a lo e o lea ning
h ough inno a i e eaching me hods and mo emen -based educa ion.
Impac
Encou ages con inuous lea ning and in ellec ual s imula ion, educing he isk o
cogni i e decline as indi iduals age.
Examples o SHE4AHA
Combining lea ning wi h mo emen in “Lea ning h ough Mo emen ” a Blåbje g
Child en’s Uni e se, in Denma k, school enhanced cogni i e engagemen and
e en ion, p epa ing indi iduals o li elong adap abili y.
A he Monsenho Elísio A aújo Basic School in Po ugal, he school p ojec s in eg a ed
in o he SHE4AHA p ojec , wi h he aim o mo i a ing s uden s o lea n na u al sciences,
de elop c i ical hinking, and lo e o lea ning and en i onmen al sus ainabili y, show a
la ge body o e idence on he impo ance o including heal h p omo ion h oughou
he eaching o he subjec s. The ollowing p ojec s de eloped in his con ex can be
consul ed online: "Biodi e si y is a "
24
; "Scien i ic Illus a ion"
25
; "In es iga i e Ac i i y
in he 8 h g ade o he Na u al Sciences subjec "
26
; "S udy Visi o he Cá ado
Es ua y"
27
. These s uden s also pa icipa ed wi h hei esea ch p ojec s in he Science
Fai a he Vila Ve de Municipal House o Knowledge.
Mo e e idences o suppo li elong lea ning and cogni i e heal h we e ound in he
p ojec "Fee in he Sand and in he Sea: Knowledge, Heal h, Leisu e and Wellbeing"
28
de eloped a he Basic and Seconda y School Viei a de A aújo, in Po ugal, in which he
school's 12 h g ade s uden s did ieldwo k on he beach wi h hei eache s, pa icipa ed
24
E-book o he Biodi e si y is A P ojec : h ps://issuu.com/ elguei asa agao/docs/biodi e sidade_a e2
25
Padle o he P ojec Scien i ic Illus a ion: h ps://padle .com/eugeniaa agao/e asmus-languages-
lea ning-zaa4z5a j6sd1h9
26
Padle o he In es iga i e Ac i i y in he 8 h g ade o he Na u al Sciences subjec :
h ps://padle .com/lgb q o macaoa22/a i idade-in es iga i a-ci-ncias-na u ais-8-ano-s1 l cmsxdsd4wsz
27
Padle o he S udy Visi o he Cá ado Es ua y: h ps://padle .com/lgb q o macaoa22/ isi a-de-es udo-
g19 mk976h 7qlzi
28
Fee in he Sand and in he Sea: h ps:// iew.genially.com/6479a59d932cbb0012a04c37/p esen a ion-
wa e y-p esen a ion
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
29
in a lec u e on sus ainabili y, su ed, wen hiking and walking on he beach, iden i ied
di e en species o auna and lo a, collec ed ash on he beach o indi ec ly educa e
o he people and had lunch and dinne ou doo s in a happy social ga he ing.
Con ibu ion 6. S eng hening Social Inclusion and In e gene a ional Solida i y
Heal h P omo ing Schools p omo e social wellbeing h ough ini ia i es os e ing
communi y, coope a ion, and us , s eng hening in e pe sonal skills and inclusi eness.
Impac
Reduces loneliness and social isola ion ac oss li e s ages, a c i ical issue o olde
popula ions.
Examples o SHE4AHA
Sha ed eading p og ams and g oup walks a Blåbje g Child en’s Uni e se in Denma k
encou age in e -age g oup collabo a ion and mu ual suppo , modeling
in e gene a ional solida i y.
A he Monsenho Elísio A aújo Basic School in Po ugal, he p ojec s "Gymnas ics wi h
g andpa en s"
29
, "Vege able-ga den wi h g andpa en s"
30
, in ol ing espec i ely
s uden s and child en in kinde ga en in in e ac ion wi h hei g andpa en s, and s uden
isi s o he Day Cen e o Olde People o do ac i i ies wi h hem, add some e idence
ha shows he impo an con ibu ion o HPS o in e gene a ional solida i y.
Con ibu ion 7. S eng hening Communi y Cohesion
Heal h P omo ing Schools os e s a sense o communi y and sha ed esponsibili y,
engaging schools, amilies, and he b oade communi y in heal h-p omo ing e o s.
Impac
C ea es inclusi e, suppo i e en i onmen s ha connec people ac oss li e s ages,
educing age- ela ed isola ion.
Examples o SHE4AHA
Ano he Danish example is he Fanø School’s ocus on TOGETHERNESS which
s eng hens ela ionships be ween pupils, eache s, and pa en s, es ablishing alues o
suppo and connec ion.
Ano he example was ound a he Basic and Seconda y School Viei a de A aújo in
Po ugal, wi h he p ojec “Ecocul u e: Heal hy and sus ainable ood" which in ol ed
he en i e school and ex ended communi y in aluing he cul u al and na u al he i age
o he egion and ad oca ing ha a heal hy li es yle is undamen al o good men al
heal h ha p omo es he gene al wellbeing and educes he le el o s ess and anxie y.
29
Gymnas ics wi h g andpa en s: h ps://www.you ube.com/wa ch? =ciMx IoAWb4& =7s
30
Vege able-ga den wi h g andpa en s: h ps://www.you ube.com/wa ch? =7KJeZGawPL4& =4s
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
30
The celeb a ion o Wo ld Food Day wi h a isanal yogu p oduc ion
31
, a mycological
walk
32
, a eading session in he school lib a y abou cul u al he i age and a ield ip o
lea n abou sus ainable ou ism in he egion we e he ac ions ca ied ou . Wi h he
same objec i e o s eng hening communi y cohesion and quali y o li e, wo 10 h g ade
classes and one 11 h g ade class wo ked oge he on he p ojec "We P opose!"
33
o
iden i y p oblems in hei communi y, p opose solu ions and ini ia e ac ions o esol e
hem. Thus, hey p esen ed p oposals a he le el o he en i onmen and mobili y,
social solida i y, ou ism and cul u e, quali y o li e, alo isa ion o local he i age,
c ea ion o a bank o olun ee s a he school and alo isa ion o he egional ma ke .
Con ibu ion 8. Add essing heal h inequi ies
Heal h P omo ing Schools p o ide a ge ed suppo o di e se pupil needs, including
hose
om lowe socio-economic and e hnic mino i y backg ounds,
o p omo e
equi y in heal h educa ion.
Impac
Reduces heal h dispa i ies, ensu ing ha heal hy p ac ices and oppo uni ies ex end
ac oss he li espan, especially o ulne able popula ions.
Examples o SHE4AHA
Danish Vi askolen Boh add esses in eg a ion and inclusion h ough mo emen ,
mind ulness, and sha ed ac i i ies, ensu ing all pupils de elop essen ial skills o li elong
heal h.
Con ibu ion 9. Building policy alignmen and sus ainabili y
Heal h P omo ing Schools ini ia i es align wi h na ional and municipal policies on heal h
p omo ion, educa ion, and communi y de elopmen .
Impac
Demons a es he long- e m socie al alue o in es ing in p e en i e heal h ini ia i es,
ein o cing he ole o schools in os e ing heal hie u u e gene a ions.
Examples o SHE4AHA
Danish Fanø School’s ocus on c ea ing sys ema ic wellbeing s uc u es showcases how
schools can ac as models o embedding heal h p omo ion in o policies.
31
Ecocul u e: Heal hy and sus ainable ood- a isanal yogu p oduc ion: h ps://www.you ube.com/wa ch? =5BcUgSi aBs
32
Ecocul u e: Heal hy and sus ainable ood- mycological walk: h ps://www.you ube.com/wa ch? =s75WRiqPios
33
We P opose!: h ps://www.can a.com/design/DAFk5Mq nc/N4wIcccdEH4n qSjj-
5y_A/wa ch?u m_con en =DAFk5Mq nc&u m_campaign=designsha e&u m_medium=link&u m_sou ce=publishsha
elink
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
31
Ano he good example is he Heal hy and Sus ainable Food P ojec
34
o he Po uguese
Gual a Basic School de eloped wi h he objec i es o p omo ing heal hy and
sus ainable ea ing habi s and li es yles in he educa ional communi y and enhancing he
acquisi ion o skills o young people o ac as agen s p omo ing heal h and wellbeing.
Con ibu ion 10. Ad oca ing o heal h p omo ion as a school social HUB whe e
indi iduals o all ages can ga he o heal h, educa ion, and ec ea ion
HPS can unc ion as heal h p omo ion social HUB incuba o s which b ings oge he
people o all ages o heal h, educa ion, and ec ea ion ha ing a wide- eaching and
ans o ma i e impac on bo h indi iduals and he b oade communi y heal h and
wellbeing, a e align wi h municipal and/ o na ional policies on heal h p omo ion.
Impac
P o ides access o HP and empowe s indi iduals o make in o med decisions, educing
heal h dispa i ies by p o iding equi able access o esou ces o unde se ed g oups,
and os e s in e gene a ional connec ions, educing loneliness and isola ion, especially
among senio s and you h. Fu he mo e, p omo es men al heal h by p o iding a sa e,
suppo i e space o socializing, g oup ac i i ies, and pee suppo , and encou ages
inclusion and communi y belonging, key p o ec i e ac o s o men al wellbeing.
Examples o SHE4AHA
Du ing he SHE4AHA p ojec , Monsenho Elíseo A aújo Basic School in Po ugal
e hough i sel as a HPS and es ablished i sel as an emb yo o a social HUB o heal h
p omo ion in he school and local communi y, in ol ing he Municipal Council, he
Heal h Cen e and specialis s om se e al uni e si ies in a p ocess o in eg a ing se e al
p ojec s al eady exis ing a he school and c ea ing o he s. This eo ganiza ion o heal h
p omo ion a school led o he c ea ion o he ollowing ac ion ne wo ks
35
: 1) "Manual
Ne wo k”, whe e people o all ages can lea n o cook and do mo e manual wo k and
c a s o p omo e men al heal h and wellbeing, wi h pa icipan s choosing o make
keychains, d eam ca che s and spi i kille s, pain ing, sculp u e, pho og aphy and
c oche wi h science; 2) "In e ac i e Ne wo k”, whe e s uden s in es iga e p oblems
wi h he help o expe s and hen explain o people o all ages how socie y and poli ics
wo k so ha hese people can in e ene and gi e new ideas, wi h he s uden s ca ying
ou in es iga i e wo k and deba ing ideas in Fo um Thea e, o end wi h he
dissemina ion o hei wo k a he annual municipal Science and Technology Fai ; 3)
"Spo s Ne wo k”, which includes all school spo s ac i i ies p o ided by he school, in
collabo a ion wi h he communi y, and which include: moun ain biking, swimming,
badmin on, a hle ics, canoeing, gymnas ics wi h g andpa en s and wo k in he heal hy
ege able ga den a he school; 4) “Volun ee Ne wo k", whe e pa icipan s can choose
34
Heal hy and Sus ainable Food P ojec : h ps://padle .com/ma ak us/alimen a-o-saud- el-e-
sus en abilidade-8lss 670h ba9njw
35
h ps:// iew.genially.com/648dc5aba 5e 000138c71 /guide-lacos- i os
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
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o olun ee in ca e ies, kennels, nu sing homes, o phanages, plan ees, collec
ga bage om oceans and o es s, among o he s, such as holding a cha i y Ch is mas
and isi ing he Senio Ci izens Day Cen e ; 5) "Heal hy B eaks Ne wo k" which includes
people in e es ed in li ening up ecess by c ea ing boa d games and adi ional games;
o ganizing dances, p omo ing c a ac i i ies a school (c oche , emb oide y, cooking...)
o g oup cycling ac i i ies; 6) "Teache s' Heal h and Wellbeing Ne wo k" b ings
oge he people in e es ed in sha ing c a s, books and mo ies om hei you h o li en
up school b eaks, p omo ing he adul s’ wellbeing and se e as inspi a ion o s uden s;
7) "Heal h and Leisu e Ne wo k wi h He i age", o ganized by he Be na dino Machado
Basic School in collabo a ion, o alue he sus ainabili y o local he i age and heal h and
en i onmen al sus ainabili y h ough guided physical exe cise p ac ices.
3.2. Top en e idence-based ecommenda ions o use
he pixie Heal h P omo ion School Guide and SHE
ma e ial o c ea e o main ain HPS
Th oughou he implemen a ion o he SHE4AHA p ojec , as al eady explained, key-
p o essionals a he pilo schools o Denma k, F ance, Iceland, Po ugal and Slo enia,
he SHE4AHA a ended he SHE4AHA eache aining o in eg a e heal h-p omo ing
s a egies in o he school cu iculum. The SHE Ma e ial and he “You Guide o
Becoming a Heal h P omo ing School” by he SHE4AHA eam (Schulz e al., 2025) we e
c i ically analysed and implemen ed in all schools. E idences collec ed b ough ou he
Top en e idence-based ecommenda ions o use he pixie Heal h P omo ion School
Guide and SHE ma e ial o c ea e o main ain HPS lis ed in Figu e 1.
Figu e 19.
Top en e idence-based ecommenda ions o use You Guide o Becoming a Heal h P omo ing
School and he SHE ma e ial
1. Es ablish a clea ision and goals o heal h p omo ion
2. Fo m a heal h-p omo ing s ee ing g oup
3. P io i ize Ac i e Pupil In ol emen
4. In eg a e heal h p omo ion in o daily ou ines
5. P o ide p o essional de elopmen o eache s and non- eaching s a
6. C ea e accessible ools and esou ces
7. Fos e pa en al in ol emen and suppo
8. Embed heal h p omo ion in o school policies and leade ship p io i ies
9. Moni o p og ess and sha e esul s
10. Fos e collabo a ion and knowledge sha ing
School o Heal h in Eu ope o Ac i e and Heal hy Ageing (SHE4AHA) Policy and Implemen a ion Recommenda ions
33
Table 2 summa izes he easons o p oposing hese ecommenda ions, based on
e idence om he p ojec s de eloped in he pilo schools desc ibed in he p e ious
sec ion.
Table 2.
Reasons o ecommend using You Guide o Becoming a Heal h P omo ing School and he SHE
ma e ial
Recommenda ion
Why?
1. Es ablish a clea ision and goals o heal h p omo ion
Use he SHE Guide o de ine a sha ed ision and speci ic,
measu able goals o heal h p omo ion ha e lec he
needs o pupils, s a , and he b oade school communi y.
A clea pu pose aligns s akeholde s
and ensu es wellbeing becomes a
co e p io i y in he school's cul u e.
2. Fo m a heal h-p omo ing s ee ing g oup
Follow he SHE Guide’s ad ice o c ea e a s ee ing g oup
consis ing o eache s, leade ship, pa en s, and pupils o
d i e and moni o HPS ini ia i es.
A dedica ed eam ensu es ongoing
commi men , esou ce alloca ion,
and accoun abili y.
3. P io i ize ac i e pupil in ol emen
Use SHE ma e ials o in ol e pupils in planning, decision-
making, and e alua ing heal h-p omo ing ac i i ies.
Ac i e pa icipa ion enhances pupil
owne ship, mo i a ion, and
engagemen in heal h ini ia i es.
4. In eg a e heal h p omo ion in o daily ou ines
Follow he SHE Guide o embed heal h-p omo ing
p ac ices, such as mo emen b eaks, mind ulness, and
heal hy habi s, in o he school’s daily ime able.
Consis ency c ea es las ing habi s,
suppo s eadiness o lea ning, and
os e s s abili y.
5. P o ide p o essional de elopmen o eache s and
non- eaching s a
Use he SHE ma e ials o o ganize aining sessions and
p o essional de elopmen oppo uni ies o eache s and
s a . Focus on heal h educa ion, mo emen in eg a ion,
and mind ulness p ac ices.
Equipping eache s and non-
eaching s a wi h he knowledge
and con idence o implemen HPS
p ac ices is c i ical o success.
6. C ea e accessible ools and esou ces
De elop and sha e p ac ical ools, like playbooks, ac i i y
ca alogs, and eady- o-use ma e ials, o s eamline
implemen a ion o eache s and s a .
Simple, accessible esou ces educe
wo kload and encou age consis en
use o heal h-p omo ing ac i i ies.
7. Fos e pa en al in ol emen and suppo
Use he SHE Guide’s s a egies o communica e he
pu pose, bene i s, and p og ess o HPS ini ia i es o
pa en s and encou age hei in ol emen .
Pa en al engagemen builds us
and ensu es alignmen be ween
home and school en i onmen s.
8. Embed Heal h P omo ion in o School Policies and
Leade ship P io i ies
Use he SHE Guide o align HPS ini ia i es wi h school
policies and leade ship goals, ensu ing wellbeing is a
long- e m s a egic p io i y.
S ong leade ship commi men
ensu es con inui y, esou ce
alloca ion, and sys emic change.
9. Moni o P og ess and Sha e Resul s
Use SHE ma e ials o es ablish clea moni o ing and
e alua ion amewo ks o assess he impac o heal h-
p omo ing ini ia i es. Sha e p og ess wi h s akeholde s o
main ain momen um.
E idence o success builds us ,
secu es ongoing suppo , and
in o ms necessa y adjus men s.
11.Fos e Collabo a ion and Knowledge Sha ing
Use SHE ma e ials o o ganize collabo a i e wo kshops,
pa ne ship mee ings, and s udy isi s wi h o he schools
o exchange ideas and bes p ac ices.
C oss-school collabo a ion os e s
c ea i i y, inno a ion, and sha ed
lea ning o s eng hen HPS
ini ia i es.
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5.Suppo c oss-coun y implemen a ion by:
• Facili a ing knowledge exchange by encou aging na ional coo dina o s o adop
SHE4AHA p ac ices.
• O ganizing pee -lea ning ac i i ies, such as s udy isi s o collabo a i e p ojec s
be ween coun ies.
6.P omo e e idence-based ad ocacy by:
• Using SHE4AHA esul s as e idence o ad oca e o in eg a ing heal h p omo ion
in o na ional policies and cu icula.
• Highligh ing he bene i s o heal h-p omo ing schools o imp o ing wellbeing,
eadiness o lea n, and sus ainabili y.
7.Moni o and e alua e impac by:
• De eloping indica o s and ools o moni o he long- e m implemen a ion and
ou comes o SHE4AHA p ac ices wi hin he ne wo k.
• Collec ing eedback and e idence om schools o con inually e ine and imp o e
ools and s a egies.
8.Engage policymake s and s akeholde s by:
• Sha ing SHE4AHA esul s wi h Eu opean policymake s o demons a e he
impo ance o heal h p omo ion in schools.
• Ad oca ing o con inued unding and policy suppo o heal h-p omo ing
schools ac oss Eu ope.
9.Le e age pa ne ships o sus ainabili y by:
• Collabo a ing wi h in e na ional o ganiza ions (e.g., WHO Eu ope, UNESCO) o
mains eam SHE4AHA ou comes in o b oade heal h and educa ion ini ia i es.
• Fo ming pa ne ships wi h esea ch ins i u ions o de elop u he s udies and
ools based on SHE4AHA indings.
10.Highligh success s o ies o isibili y by:
• Using he SHE websi e, newsle e s, and social media o sha e success s o ies om
SHE4AHA pilo schools.
• Showcase schools as ole models o implemen ing sus ainable heal h-p omo ing
p ac ices.
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3.7. Ac ions and policies ha can bene i om he
SHE4AHA esul s
The SHE4AHA esul s p o ide e idence-based p ac ices and ools ha can in luence
and s eng hen ac ions and policies aimed a p omo ing heal h, wellbeing, and
p e en i e educa ion wi hin schools and b oade educa ional sys ems. The ollowing
key ac ions and policies can di ec ly bene i :
1. Na ional and egional educa ion policies
Bene i : In eg a e HPS app oaches in o na ional and egional educa ional amewo ks.
Ac ion:
• Manda e he inclusion o heal h, wellbeing, mo emen , and mind ulness
p ac ices in school cu icula.
• Align policies wi h e idence-based ools like B ain B eaks, mind ulness sessions,
and mo emen -based lea ning o imp o e lea ning ou comes.
Impac : Imp o es pupils' eadiness o lea n, wellbeing, and engagemen while educing
heal h inequali ies.
2. Heal h and wellbeing policies
Bene i : Suppo p e en i e heal h app oaches wi hin schools as pa o na ional public
heal h s a egies.
Ac ion:
• P omo e HPS ini ia i es ha add ess men al, physical, and social heal h (e.g.,
mind ulness, mo emen , communi y-building).
• Encou age c oss-sec o collabo a ion be ween educa ion, heal h, and local
go e nmen sec o s.
Impac : Reduces long- e m heal h bu dens and os e s heal hy habi s om an ea ly age.
3. Teache aining and p o essional de elopmen p og ams
Bene i : Enhance eache s’ capaci y o implemen heal h-p omo ion s a egies in daily
eaching.
Ac ion:
• In eg a e SHE4AHA ools and esul s (e.g., B ain B eak Wheels, wellbeing
ca alogs) in o eache educa ion p og ams.
• P o ide ongoing p o essional de elopmen on implemen ing mo emen ,
mind ulness, and us -building ac i i ies.
Impac : Empowe s eache s o deli e e ec i e heal h-p omo ing p ac ices ha bene i
pupils’ heal h and academic ou comes.
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4. School imp o emen plans
Bene i : Use SHE4AHA esul s o p io i ize pupil wellbeing as a key indica o o school
success.
Ac ion:
• Include speci ic wellbeing ini ia i es (e.g., sha ed eading, g oup walks,
s uc u ed lesson s a s) in annual school plans.
• C ea e s ee ing g oups o o e see he implemen a ion o heal h-p omo ing
ac i i ies ac oss school le els.
Impac : C ea es sus ainable, school-wide app oaches o os e ing heal h and wellbeing.
5. Policies add essing men al heal h in schools
Bene i : U ilize e idence om SHE4AHA o in o m na ional and local s a egies on
men al heal h p omo ion.
Ac ion:
• In oduce mind ulness and s ess- educing ac i i ies as pa o he men al heal h
cu iculum.
• P o ide ools o ea ly in e en ion and p e en i e measu es o educe s ess
and anxie y.
Impac : Enhances pupils’ emo ional egula ion and esilience while educing men al
heal h challenges.
6. Inclusi e educa ion policies
Bene i : Use heal h-p omo ion p ac ices o c ea e inclusi e lea ning en i onmen s ha
suppo di e se pupil needs.
Ac ion:
• P omo e ac i i ies ha os e us , coope a ion, and oge he ness (e.g., sha ed
walks, c oss-g ade collabo a ions).
• Implemen physical and men al ac i i ies o engage all pupils, including hose
wi h addi ional needs.
Impac : Reduces isola ion, builds communi y cohesion, and suppo s equi y in
educa ion.
7. Physical ac i i y and heal h p omo ion policies
Bene i : Align school-based heal h ini ia i es wi h na ional physical ac i i y and nu i ion
guidelines.
Ac ion:
• Implemen mo emen -based p og ams (e.g., B ain B eaks, “Lea ning h ough
Mo emen ”) ac oss schools o inc ease daily physical ac i i y.
• Use ools like he B ain B eak Wheel o in eg a e ac i i y in o academic lessons.
Impac : P omo es heal hy li es yles, educes seden a y beha io , and suppo s physical
and cogni i e de elopmen .
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8. Pa en al engagemen and amily policies
Bene i : Encou age pa en al in ol emen in heal h-p omo ion ini ia i es as pa o
b oade amily policies.
Ac ion:
• Use pla o ms like AULA o communica e heal h-p omo ing ac i i ies and
p og ess.
• Encou age collabo a ion be ween schools and amilies o align wellbeing e o s
a school and home.
Impac : S eng hens he school-home connec ion, ensu ing a holis ic app oach o pupil
wellbeing.
9. Communi y de elopmen policies
Bene i : Use SHE4AHA esul s o align schools wi h local communi y heal h and
de elopmen e o s.
Ac ion:
• P omo e pa ne ships wi h local o ganiza ions, businesses, and heal h se ices
o suppo HPS p ac ices.
• Use schools as hubs o communi y e en s ha p omo e heal h and wellbeing.
Impac : Builds heal hie , mo e esilien communi ies while ex ending he each o school
ini ia i es.
10. Eu opean and in e na ional educa ion policies
Bene i : Inco po a e SHE4AHA indings in o Eu opean Union and in e na ional
amewo ks on educa ion and heal h.
Ac ion:
• Use he esul s o ad oca e o HPS as a s anda d app oach in educa ion policies
ac oss Eu ope.
• Sha e e idence-based ools and success s o ies o inspi e c oss-coun y
implemen a ion.
Impac : P omo es consis ency in heal h p omo ion ac oss schools, os e ing a heal hie
Eu opean school ne wo k.
4. Visions and challenges o u u e: In e na ional
s a egies o ac ion
To ensu e he con inuous impac o HPS and build on he esul s o SHE4AHA, he
ollowing in e na ional s a egies o ac ion ou line a ision o u u e de elopmen while
add essing key challenges:
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Vision 1. In eg a ing HPS in o global educa ion and heal h policies
S a egy: Collabo a e wi h in e na ional o ganiza ions (e.g., WHO, UNESCO, EU) o
posi ion HPS as a co e componen o educa ional and heal h sys ems globally.
Ac ion:
• Ad oca e o HPS in eg a ion in o global amewo ks like he UN Sus ainable
De elopmen Goals (SDG 3: Heal h and SDG 4: Quali y Educa ion).
• De elop policy ecommenda ions ha align HPS wi h global heal h p omo ion
s a egies.
Challenge: Achie ing policy alignmen ac oss di e se cul u al, poli ical, and economic
sys ems.
Vision 2. Building c oss-sec o collabo a ion
S a egy: Fos e pa ne ships be ween educa ion, heal h, and communi y sec o s o
implemen sus ainable HPS ini ia i es.
Ac ion:
• Encou age mul i-sec o al pa ne ships o und, de elop, and e alua e HPS
p og ams.
• Connec schools wi h heal h se ices, men al heal h p o essionals, and local
o ganiza ions o sha ed ini ia i es.
Challenge: Es ablishing e ec i e coo dina ion be ween mul iple sec o s wi h di e ing
p io i ies and esou ces.
Vision 3. Es ablishing long- e m unding mechanisms
S a egy: De elop sus ainable unding amewo ks a na ional and in e na ional le els
o ensu e HPS p og ams can scale and endu e.
Ac ion:
• Ad oca e o dedica ed unding s eams o heal h p omo ion wi hin educa ion
budge s.
• Engage wi h EU unding p og ams and in e na ional dono s o suppo HPS
expansion and capaci y-building.
Challenge: O e coming inancial cons ain s and ensu ing unding con inui y beyond
sho - e m p ojec s.
Vision 4. Ensu ing equi able access o heal h-p omo ing ini ia i es
S a egy: Embed equi y in o HPS s a egies o ensu e inclusion o di e se, ma ginalized,
o unde - esou ced communi ies.
Ac ion:
• De elop adap able ools and ma e ials ha add ess cul u al, socio-economic,
and linguis ic di e si y.
• P omo e HPS p ac ices as a means o close heal h and educa ion equi y gaps.
Challenge: Add essing dispa i ies in esou ces and capaci y be ween high- and low-
esou ce egions.
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Vision 5. S eng hening eache and school leade capaci y
S a egy: Expand p o essional de elopmen p og ams o equip eache s and leade s
wi h heal h-p omo ion skills.
Ac ion:
• In eg a e HPS p inciples in o eache educa ion p og ams a na ional and
in e na ional le els.
• O e ain- he- aine p og ams o build local capaci y o sus ainable HPS
implemen a ion.
Challenge: Ensu ing eache s ha e he ime, aining, and mo i a ion o p io i ize heal h
p omo ion.
Vision 6. Embedding moni o ing and e alua ion in o HPS ini ia i es
S a egy: Es ablish s anda dized amewo ks o moni o ing, e alua ion, and esea ch on
HPS ou comes.
Ac ion:
• De elop in e na ional indica o s o assess he impac o heal h-p omo ion
ac i i ies on pupil wellbeing and lea ning.
• Sha e bes p ac ices and esul s h ough in e na ional knowledge-sha ing
pla o ms.
Challenge: Ensu ing consis ency in da a collec ion and e alua ion ac oss coun ies wi h
a ying capaci ies.
Vision 7. Le e aging echnology o expand each
S a egy: Use digi al pla o ms o dissemina e HPS ools, esou ces, and knowledge
globally.
Ac ion:
• De elop an accessible online eposi o y o SHE ma e ials, case s udies, and HPS
amewo ks.
• Le e age e-lea ning ools o p o ide p o essional de elopmen and pee
collabo a ion ac oss bo de s.
Challenge: Add essing he digi al di ide and ensu ing equi able access o echnological
esou ces.
Vision 8. P omo ing ac i e pupil and communi y in ol emen
S a egy: Fos e meaning ul in ol emen o pupils, pa en s, and local communi ies in
HPS ini ia i es.
Ac ion:
• Implemen pa icipa o y app oaches, whe e pupils and communi ies co-c ea e
heal h-p omo ion s a egies.
• De elop in e na ional ne wo ks o sha ing pupil-led heal h p omo ion ini ia i es.
Challenge: Balancing op-down policies wi h g ass oo s pa icipa ion and ensu ing
meaning ul engagemen .
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Vision 9 Scaling success ul p ac ices in e na ionally
S a egy: Iden i y, documen , and sha e success ul HPS models o inspi e and guide
schools globally.
Ac ion:
• Use pla o ms like SHE o showcase scalable solu ions and ools de eloped
h ough SHE4AHA.
• Facili a e s udy isi s, exchanges, and collabo a i e lea ning oppo uni ies ac oss
schools and coun ies.
Challenge: Ensu ing scalabili y while adap ing p ac ices o local con ex s and
challenges.
Vision 10. Ad oca ing o heal h p omo ion as a global p io i y
S a egy: Highligh he e idence-based impac o HPS on wellbeing, academic success,
and long- e m heal h ou comes.
Ac ion:
• Ad oca e o HPS o be ecognized as a global bes p ac ice o achie ing
heal hie and mo e sus ainable socie ies.
• Use e idence om p ojec s like SHE4AHA o in luence in e na ional decision-
make s and policies.
Challenge: Main aining poli ical will and demons a ing HPS as a cos -e ec i e and
essen ial s a egy.
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