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.
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.
