Schools4Health Rooted in Practice: Lifeskills and Nutritional Adventures take root in Greece

NUTRITIONAL ADVENTURES

Greece

PROJECT AIM

To promote healthy nutritional habits in students and parents. To enhance students' social and emotional core competences

OBJECTIVES

Understand principles of a balanced, healthy diet

Apply age-appropriate dietary recommendations in daily life

Integrate healthy eating practices into everyday school life

WHO’S INVOLVED

Nutritionists

Teachers

TARGET GROUP

Primary school students (ages 10–12)

Grade 4–6 teachers

Parents of participating students

IMPLEMENTATION

On-site Nutritional Adventures content

Materials translated (English → Greek)

Ministry approval secured

2 primary schools selected

Train-the-trainers session

4 hours student activities

2 hours Nutritional Adventures

Improved attitudes and behaviour

Increased knowledge in nutrition and its importance

Expansion to other schools

LIFESKILLS

Greece

PROJECT AIM

To enhance the five “life skills”

-positive image for themselves and the others.

OBJECTIVES

Develop interpersonal and social skills

Foster positive body image and self-perception

Help children make responsible choices

WHO’S INVOLVED

Psychologists

T h

TARGET GROUP

Primary school students (ages 10–12)

Grade 4–6 teachers

Parents of participating students

IMPLEMENTATION

On-site Life Skills content

Materials translated (English → Greek)

Ministry approval secured

2 primary schools selected

Train-the-trainers

4 hrs student activities

2 hrs Life Skills

Improved attitudes and behaviour

Increased awareness and knowledge

Expansion to other schools

BARRIERS

No continuous teacher-student follow-up after interventions like Nutritional Adventures Sustainability relies on continued private sector support and donor agreements

FACILITATORS

Pilot schools are eager to continue if resources are available, and teachers prefer ready-to-use, curriculumaligned materials

LESSONS LEARNED Greece

Home activities engaged parents and led to improved dietary habits, as shown in pre/postevaluations.

Simple, relevant programmes with ready-touse materials (e.g., Nutritional Adventures) are more likely to be adopted.

Expansion depends on funding and incentives like teacher accreditation, with scaling requiring additional resources.

In-person support from trained professionals boosted teacher confidence, especially for delivering Life Skills content.

Take-home materials encouraged positive behaviour, and curriculum integration supports longterm sustainability.