Like all schools involved in the project, the Europaschule sees health education and health prevention as an essential focus of its educational work and has taken various steps in this direction. It shares the experience with the other project schools that health is a significant factor for commitment and school success. A lack of exercise, unbalanced diet and increasing stress in school and family environment are major health risks for the pupils of our schools. The main goal for our pupils is the development of health literacy, understood as "[...] a knowledge-based condition for a health-promoting lifestyle" (Abel & Bruhin, 2003). We are of course aware that this is essentially characterized by family, friends, education and socio-cultural background. Nevertheless, schools have a responsibility and concrete approaches to promote this competence. With this project we want to accentuate this part of the educational task. Our primary goal here is to promote health-relevant behaviour in the school setting and thus - to improve the habits and lifestyles of our pupils in terms of health competence. In addition our claim is to involve not only the young people but also the teachers and parents equally in the planned measures. If health promotion and prevention are to be implemented in a sustainable manner, health-promoting processes must be structurally anchored and evaluated on a long-term basis/ permanently. We want to achieve this structural anchoring by initiating and implementing the "Participation Health Teams“ (called "B teams"). In these teams, all groups involved in school life are represented: pupils, parents, guardians and teachers. The task of the B-Teams is to initiate, plan, implement and evaluate concrete necessary steps and actions in the schools. Within the framework of the training, teaching and learning activities (AULs) of the project, the participating pupils and teachers receive impulses and concrete ideas which can incorporated into the work of the participating teams. By placing health education measures on a broad basis in this way, we expect greater acceptance and also greater sustainability. As the B teams act as "multipliers", we expect the project to benefit the entire school community of the project schools. With the B-team, each of the participating schools also has the opportunity to accentuate health education according to its own specific requirements and school development programme priorities. In terms of content, the planned measures and activities can be differentiated into: a) Behaviour-oriented measures: These concentrate on the individual person and aim to promote health-conscious behaviour, for example with the emphasis on stress management, diet, exercise or relaxation. The AULs C2, C3, C5 and C6 enable ten pupils each from every partner schools to deal with different aspects of behaviour-oriented measures. In addition to teaching basic knowledges, the focus is on getting to know, trying out and evaluating concrete measures and activities. As these should then be implemented directly by peer-to-peer learning or indirectly via the B-teams at the schools, in addition/ additionally the question of moderation and communication of the contents at the schools will also be discussed. b) Relational measures: These are aimed at the living conditions of the individual what means the support of health-promoting conditions such as the initiation or expansion of networks for leisure activities, the re-accentuation of school meals in the direction of "healthy diet" or training of parents in the sense of dealing appropriately with children's stress at school. Of course, this aspect comes into play/ gets important again and again in the context of behaviour-oriented measures. Nevertheless, we would like to explicitly focus on it in the AULs C1, C4 and C7. Initially, concrete measures are to be discussed at the level of the teachers, which will then be reflected in the schools. At the end of the project, a variety of measures and activities that were carried out and evaluated by the project schools within the project will be discussed. We will publish this fund on an internet platform so that not only the school communities of the project schools but also the interested public can access it. The media will be a various materialpool, ranging from podcasts, digital recipes, short video sequences with explanations, challenges, presentations and blogs. "Steps towards a healthy school" - This title was deliberately chosen because we assume that health prevention is an integral part of school development, but at the same time it is a process that will never be completed. In this respect, the project schools assume that the project applied for here will enable them to take important steps along this path, steps that will have to be continued after the project has ended. Through the structures established within the framework. We hope to have set sustainable development in motion.
„Europaschule Kamp-Lintfort“ regards health education and prevention as focal points of its educational endeavors, undertaking various initiatives in this realm. The recognition that health constitutes a pivotal determinant of academic performance and success was shared among the consortium of project schools. Central to our educational objectives was the cultivation of health literacy among our students. Although cognizant of the significant influence of familial, peer, educational, and socio-cultural contexts on health literacy, the school assumed a responsibility to actively foster this competency. Through the project, the participating schools have managed to invigorate this facet of the educational mandate. A primary aim was to instill health-conscious behaviors within the school milieu, thereby envisaging an amelioration in the health literacy, lifestyles, and habits of our students. To this end, we proposed the establishment and operation of "health participation teams" (designated as "B teams"). Comprising representatives from all stakeholders within the school community, including students, parents, guardians, and educators, these teams were tasked with conceiving, planning, executing, and assessing specific interventions and activities. During the Action and Learning Units (AULs), students and educators involved received stimuli and practical insights, which were subsequently integrated into the participatory teams. By leveraging the B teams as conduits for dissemination, we anticipated broader acceptance and sustained impact within the school community. Each participating school retained autonomy to tailor health education initiatives in alignment with its unique requirements and developmental priorities. The planned interventions could be categorized into two overarching themes: behavior-oriented measures and relationship-oriented measures. The former aimed at cultivating health-conscious conduct among individuals, focusing on stress management, nutrition, physical activity, and relaxation. The AULs designated as C2, C3, C4, C5, and C6 facilitated the exploration and evaluation of these measures by groups of ten students. Emphasis was placed not only on imparting fundamental knowledge but also on practical application and assessment methodologies. Concurrently, the latter category, relationship-oriented measures, seeked to foster supportive environments conducive to health, encompassing initiatives such as network establishment for leisure activities, enhancement of school meal programs, and parent training on managing children's stress at school. Though intertwined with behavior-oriented interventions, the AULs specifically designated as C4, C5, and C6 spotlighted this facet. Upon project culmination, an array of implemented and assessed measures and activities was disseminated via an online platform. This repository will serve as a resource for both the project schools' communities and the broader public, facilitating knowledge exchange and fostering sustained interest in health education endeavors.