High school youth in Grades 9-12 who are in public schools without comprehensive sexual health education (CSHED) are more likely to engage in high-risk sexual behaviors and have higher rates of HIV and sexually transmitted diseases than are their peers in schools with CSHED. The purpose of this correlational study was to explore the statistical relationship between the consistent implementation of CSHED, before and after the enactment of the Chicago Public Schools' (CPS) sexual health education policy, and the sexual risk behaviors of Chicago high school youth in Grades 9-12. The study was based on Antonovsky's salutogenic model of health and wellbeing. CPS students' sexual risk behaviors were analyzed using data obtained from the Youth Risk Behavior Surveillance System (YRBSS) for the years of 2007 and 2013. Logistic regression was used to estimate prevalence and odds ratios of each sexual risk behavior. The findings showed a complex pattern of and variances across the sexual risk behaviors analyzed. The prevalence of sexual behaviors among all students remained relatively stable. The prevalence estimates for students who drank alcohol or used drugs before the last sexual encounter and who were never taught about AIDS or HIV increased from 2007 to 2013. The likelihood of not using birth control pills before the last sexual intercourse encounter decreased among Black students; the likelihood that Hispanic/Latino students ever had sex, and had sex with 4 or more people in their life, decreased. The decrease of sexual risk behaviors indicates a positive influence by CSHED, while the increases indicate continuing challenges to the promotion of healthy sexual behaviors. These findings show the need for legislators and school administrators to increase support for the enactment of CSHED policy to help mitigate the sexual risk behaviors of high school youth.

The overall aim of this thesis was to examine beliefs about human papillomavirus (HPV) prevention, especially vaccination, among parents, immigrant women, adolescents and school nurses, and to promote primary prevention among adolescents. The methods used in the thesis were focus group interviews, individual interviews, a web-based questionnaire, and finally, a randomised controlled intervention study. The immigrant women were largely in favour of HPV prevention, although barriers, such as logistic difficulties, and cultural or gender norms were found. Parents’ decision concerning vaccination of their daughters depended on several factors. Regardless of their final choice, they made the decision they believed was in the best interest of their daughter. The benefits outweighed the risks for parents choosing to vaccinate while parents declining made the opposite judgement. The majority of the school nurses reported that the governmental financial support given because of the vaccination programme had not been used for the intended purpose. Three out of four nurses had been contacted by parents who raised questions regarding the vaccine; most were related to side effects. The educational intervention had favourable effects on the adolescents’ beliefs regarding HPV prevention, especially among those with an immigrant background. Furthermore, the intention to use condom as well as actual vaccination rates among girls was slightly increased by the intervention. Trust in the governmental recommendations and the amounts of information given are important factors in the complex decision about HPV vaccination. Attention given to specific needs and cultural norms, as well as the possibility to discuss HPV vaccination with the school nurse and provision of extra vaccination opportunities at a later time are all strategies that might facilitate participation in the school-based HPV vaccination programme. School nurses need sufficient resources, knowledge and time to meet parents’ questions and concerns. The vaccinations are time-consuming and the governmental financial support needs to be used as intended, for managing the vaccination programme. A school-based intervention can have favourable effects on the beliefs and actual actions of young people and may possibly thus, in the long term, decrease the risk for HPV-related cancer.

The growing prevalence of childhood and adolescent physical inactivity and obesity are major concerns in Canada. Physical activity promoted within schools should be seen as a way to address these problems, since the majority of children receive public schooling. Research highlighting in-school physical activity helps influence school board and public health officials to create a physically active school environment. Consequently, this study has two objectives. The first is to describe the prevalence of in-school physical activity and four dependent variables in a nationwide sample of 9717 students, using data from the Health Behavior in School–aged Children survey. Dependent variables include life satisfaction, self-rated health, academic performance, and out-of-school physical activity. The second objective examines the association between in-school physical activity levels and these dependent variables, while controlling for potential confounders. Using existing data from the 2005/06 Health Behaviour in School-aged Children Survey, a partial proportional odds model form of ordinal logistic regression was fitted in order to investigate the relationship between in-school physical activity and self-rated health, life satisfaction, academic performance, and out-of-school physical activity, while controlling for potential confounders. The results showed a significant positive relationship between in-school physical activity and life satisfaction (OR range: 1.18 – 1.50), in-school physical activity and self-rated health (OR range: 1.10 – 2.86), in-school physical activity and academic performance (OR range: 1.20 – 1.40), and in-school physical activity and out-of-school physical activity (OR range: 1.09 - 6.68). Consequently, it is recommended that school environments which encourage physical activity continue to be promoted, and future studies continue to explore the benefits of in-school physical activity. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2011-01-21 10:42:29.807

The physical, psychological and social development of school children has been neglected - partly because they were seen as healthy "survivors" of the ravages of childhood illnesses, and partly because of the way in which health services are organized (such as the traditional under-five maternal and child health (MCH) services and the curative PHC clinic services). From the age of five years children undergo rapid and profound bio-psycho-social development, to emerge in adolescence as the next generation of leaders and workers. Securing their future growth and development is vital for any society to be economically and socially productive. A substantial body of national and intemational literature has recognised the detrimental impact of helminthic infections and micronutrient deficiencies on the physical and psychological health and development of school children; which requires appropriate nutritional interventions. Concern has been expressed that these adverse biological, physical and social deprivations have a cumulative impact on several dimensions of children's growth. Most important, apart from stunting physical growth, is the inhibition of educational development of school children. Recent evidence strongly suggests a powerful interaction between physical and psychosocial growth and development of children. Inhibition of either component of a child's well-being has adverse implications. Conversely, investments in the physical and psychological development of children are likely to generate substantial health and educational benefits and are a worthy investment to secure a healthy future generation. In summary, there are a number of reasons for, and benefits of, investing in school-based health and nutrition interventions. They are likely to improve learning at school and enhance educational outcomes; create new opportunities to meet unfulfilled needs; redress inequity; build on investments in early child development and promote and protect youth and adolescent development. Health and nutrition interventions such as school feeding programmes, micronutrient supplementation and deworming aim to improve primary outcomes of macro and micro-nutrient deficiencies, parasitic and cognitive status; as well as secondary outcomes of developing integrated comprehensive school health policies and programmes. This rationale served as the conceptual framework for this study. This theoretical framework views improvements of the health, nutritional, cognitive and scholastic development status of school children as the primary focus of policies, strategies and programmes in the health and education sector. This focus constitutes the central core of this thesis. Optimum social development requires investments in both the health and educational development of school children, so as to maximise the synergies inherent in each sector and to operationalise national and international strategies and programmes. As part of the larger RCT study a comprehensive nutritional, health and psychological profile of rural school children was established through a community-based cross-sectional study. Eleven schools were randomly selected from the Vulamehlo Magisterial District in southern KwaZulu-Natal (KZN). Within each school, all Standard 1 pupils, aged between 8 - 10 years, were selected giving a final study sample of 579 children. Some of the observed prevalence's were stunting (7.3%), wasting (0.7%), anaemia (16.5%) (as measured by haemoglobin below 12 g/dl), vitamin A deficiency (34.7%) (as measured by serum retinol below 20 ug/dl) and serum ferritin below 12ng/ml (28.1%). This study established that micronutrient deficiency, parasitic infestations and stunting remain significant public health problems among school-aged children in South Africa. Combining micronutrient supplementation and deworming are likely to produce significant health and educational gains. To determine the impact of single and combined interventions (anthelminthic treatment and micronutrient supplements) on nutritional status and scholastic and cognitive performance of school children, a double-blind randomised placebo controlled trial was undertaken among 579 children 8-10 years of age. There was a significant treatment effect of vitamin A on serum retinol (P<0.01), and the suggestion of an additive effect between vitamin A fortification and deworming. Vitamin A and iron fortification also produced a significant treatment effect on transferrin saturation (P<0.05). Among the dewormed group, anthelminthic treatment produced a significant decrease in the prevalence of helminthic infections (P<0.02), but with no significant between-group treatment effect (P>0.40). Scholastic and cognitive scores and anthropometric indicators were no different among the treated or the untreated children. Fortified biscuits improved micronutrient status among rural primary school children; vitamin A combined with deworming had a greater impact on micronutrient status than vitamin A fortification on its own; while anthelminthic treatment produced a significant reduction in the overall prevalence of parasite infection. The prevalence's of Ascaris lumbricoides, Trichuris trichiura and Schistosoma haematobium declined significantly sixteen weeks post-treatment. The levels of both prevalence and intensity in the untreated group remained constant. The cure rates over the first two weeks of the study were 94.4% for Ascaris lumbricoides, 40% for Trichuris trichiura, and 72.2% for Schistosoma haematobium. The benefits of targeted school-based treatment in reducing the prevalence and intensity of infection supports the South African government's focus of using school-based interventions as part of an integrated parasite control programme. These strategies and programmes were found to be consistent with the recommendations of WHO and UNICEF. The nutritional transition facing developing and middle-income countries also has important implications for preventive strategies to control chronic degenerative diseases (Popkin B, 1994; WHO 1998; Monyeki KO, 1999). This descriptive study, comparing BMI data of school children over three time periods, found a rising prevalence of overweight and obesity among South African school children. Obesity as a public health problem requires to be addressed from a population or community perspective for its prevention and management. Environmental risk factors such as exposure to atmospheric pollution remain significant hazards for children. Lead poisoning is a significant, preventable risk factor affecting cognitive and scholastic development among children. The prevalence of elevated blood lead (PbB) levels in rural and semi-urban areas of KwaZulu-Natal (KZN) as well as the risk factors for elevation of PbB among children in informal settlements were examined. This study investigated over 1200 rural and urban children in two age groups: 3-5 and 8-10 years old. Average PbB level in peri-urban Besters, an informal settlement in the Durban metropolitan region, was 10 ug/dl with 5% of the children showing PbB level of greater than 25 ug/dl. By comparison, average PbB value in Vulamehlo, a rural area located 90-120 km from Durban, was 3.8 ug/dl and 2% of the children's PbB levels were greater than 10 ug/dl. Since the cognitive and scholastic performance of school children was a primary outcome measure in this study, it was important to explore other factors that influenced this variable. The performance scores of all four tests in the battery, among the cohort of a thousand rural and urban children, were in the lower range. The educational deficit identified in this test battery clearly indicates the impact of the inferior "Bantu" educational system that African children have experienced in South Africa. Aspects of the School Health Services that were investigated in this descriptive study included the services provided and their distribution; assessment of health inspection; health education and referral processes undertaken by the School Health Teams; perceptions of managers, providers and recipients of the service; as well as the costs of the provision of the service in KwaZulu-Natal. In KwaZulu-Natal, there were School Health Teams In all the 8 health and education regions in the province. In total, there were 95 teams in the province, consisting of nearly 300 staff members. The School Health Teams were involved in a wide range of activities - 74% of all teams were involved in health inspection and 80% were involved in health education. The total annual cost of delivering School Health Services in the province in 1995 was estimated to be approximately R8 750 000. Given the rise of HIV and AIDS in the province, School Health Services need to play a central role not only in prevention, but also in assisting with the acceptance of HIV-positive children within schools. It is recommended that the current and future draft SHS policy guidelines be approved by the relevant authorities for immediate implementation. Districts should consider developing "Health Promoting Schools", with School Health Teams being a central resource. This thesis has explored several aspects of the epidemiological profile of school children in rural and urban settings in KwaZulu-Natal. It has established that school children are exposed to a range of risk factors ranging from nutritional deficits, parasitic infections, atmospheric lead poisoning and a rising prevalence of overweight. All of these risk factors may compromise their physical, psychological and social development. A number of health interventions have been identified, which have the potential to address these problems. Such investments are essential to secure the health of future generations. / Thesis (M.D.)-University of Natal, Durban, 2001.

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

Made available in DSpace on 2018-06-04T19:14:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2016-04-11 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Assumir a saúde escolar sob perspectiva histórica e buscar compreender as possibilidades que ensejam a produção da queixa escolar, seu encaminhamento e acolhida pelos serviços de saúde pode dar pistas para uma compreensão das interações que Escola e Saúde estabelecem em torno do fracasso escolar. Parte-se das relações estabelecidas entre uma escola pública da periferia da cidade de São Paulo e o serviço de Atenção Primária, no Sistema Único de Saúde, para compreender os desdobramentos possíveis dessa interação, em ponto de vista crítico. Metodologia: Estudo de caso de abordagem qualitativa. Foram realizadas entrevistas com profissionais envolvidos com a produção da queixa escolar, ligados à escola, Unidade Básica de Saúde e Diretoria Regional de Educação e observação de campo. Resultados e discussão:Há diferentes arranjos de rede sendo desenvolvidos entre os serviços de Atenção Primária e escolas, atravessados pela queixa escolar e pelas políticas públicas de saúde escolar e tais diferenças afetam a produção da queixa escolar. Há interações independendo da presença de programas públicos, ao mesmo tempo em que estes podem ser facilitadores. Levar em conta a cultura e a história das instituições, as habilidades e disponibilidade dos sujeitos envolvidos, e buscar a cotidianidade no fazer dos profissionais que atuam no campo é fundamental. O olhar para o território parece ser um avanço importante, mas é preciso estar atento para respostas fáceis que justificam o fracasso escolar pela vulnerabilidade.Considerações finais:Respeitar o espaço e conhecimentos do outro, buscar pontos em comum, reconhecer falhas (e evitá-las) e mostrar-se acessível, parecem elementos fundamentais para o estabelecimento de ações intersetoriais significativas. A Estratégia Saúde da Família apresenta um instrumental poderoso para atuar nessa perspectiva e alcançar as relações que estão sendo produzidas a todo tempo no campo de interações em que se insere a queixa escolar. / Assuming the scholar health under the historical perspective and trying to comprehend the possibilities which provide the production of scholar complaint, its routing and acceptance by the medical services may give clues to comprehend the interactions between School and Health, which gives way to the scholar failure. Considering the relations between a public school on the outskirts of São Paulo and the Primary Care service of Sistema Único de Saúde,this research sought to understand the possible ramifications of this interaction under a critical point of view.Methodology: Case study of qualitative approach. Field research and interviewswere made with professionals involved in the production of scholar complaint linked to the school, to the UnidadeBásica de Saúde, and to the Diretoria Regional de Educação. Results and discussion: There are different web arrangements being developed between the Primary Attention services and schools that are crossed by the school complaint and the public politics of health care and the different web configurations of health care affect the scholar complaint. Some interactions, which do not depend on public programs, can be its enabler. Considering the history and culture of institutions, the abilities and the availability of the subjects involved, and the search for the routine on its professionals actions is very important. Looking at the territory may seem an important progress,but one must be alert to easy answers that justify school complaint by the situations of vulnerability. Final thoughts: Respecting the space and knowledge of others, searching for a common ground, recognizing failures (and avoiding them), and showing yourself available seem to be key elements to set significant intersectorial actions. Family Health presents a powerful instrument to act on this perspective and to reach the relations being producedall the time on the field of interactions of the scholar complaint. / BV UNIFESP: Teses e dissertações

Made available in DSpace on 2015-07-22T20:49:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-04-29 / Trata-se de um estudo qualitativo com base na abordagem das Representações Sociais, que teve por objetivo conhecer as representações de adolescentes acerca do estar grávida e as subjetividades emergentes deste processo no ambiente da escola. Os sujeitos deste estudo constituíram-se por dois grupos: o primeiro grupo formado por adolescentes e jovens do sexo feminino que estiveram grávidas, com idade delimitada na faixa etária de 10 a 19 anos; o segundo, por adolescentes e jovens de ambos os sexos que fizeram parte do grupo da adolescente na escola. Foi realizado junto ao campo de ação do Projeto de Extensão Universitária “Corporalidade e Promoção da Saúde” da Universidade Federal de São Paulo, que é desenvolvido em três escolas de ensino fundamental e médio e na Unidade Básica de Saúde de referência, situadas na região de Santo Eduardo, município de Embu, São Paulo. Os instrumentos utilizados para coleta dos dados foram a técnica de entrevista individual e a do grupo focal. Optamos pela utilização da técnica de análise de dados das Representações Sociais para tratamento dos dados desvelados pelos discursos dos sujeitos, e a interpretação dos mesmos foi realizada com base nos pressupostos winnicottianos. O Núcleo Central delimitado foi o estar grávida no ambiente escolar, no qual emergiram os seguintes Núcleos Periféricos: A representação do estar grávida; A repercussão da gravidez no ambiente escolar na visão da adolescente; A representação da família segundo a adolescente; A repercussão da gravidez na adolescente segundo o grupo; A relação do grupo com a adolescente grávida. Identificamos que o estar grávida em ambiente escolar apresenta representações e subjetividades no âmbito psicossocial, envolve questões relativas ao relacionamento da adolescente grávida com sua família, com os professores, com a escola e repercute na sua relação com o grupo. / TEDE

Submitted by Yasmin Oliveira (yasmincunha@gmail.com) on 2016-04-20T18:34:35Z No. of bitstreams: 1 Dissertação_Yasmin Oliveira.pdf: 661470 bytes, checksum: 8894d5151a23c715752274b1ca2cf3c9 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-04-25T13:29:05Z (GMT) No. of bitstreams: 1 Dissertação_Yasmin Oliveira.pdf: 661470 bytes, checksum: 8894d5151a23c715752274b1ca2cf3c9 (MD5) / Made available in DSpace on 2016-04-25T13:29:05Z (GMT). No. of bitstreams: 1 Dissertação_Yasmin Oliveira.pdf: 661470 bytes, checksum: 8894d5151a23c715752274b1ca2cf3c9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa investiga o Programa Saúde na Escola (PSE), particularmente os significados que os professores e a equipe de Saúde da Família (eSF) — médico, enfermeiro, agente comunitário e odontólogo — atribuem às práticas de educação em saúde. Implementado nacionalmente em 2007, o PSE nasceu de uma política intersetorial, entre a saúde e a educação. Partindo de uma abordagem qualitativa, este estudo valeu-se de observação participante e entrevistas semiestruturadas para a coleta dos dados, feita em uma escola do ensino fundamental I do município de Sapeaçu, na Bahia, que aderiu ao PSE. Tendo como base teórica algumas das ideias centrais de autores como Vigotski, Bruner e Valsiner, na análise, parte-se do pressuposto de que a experiência humana é uma realidade subjetiva culturalmente organizada e constantemente recriada. Nesse sentido, estudaram-se as ações do PSE em Sapeaçu explorando as práticas de educação em saúde e seus significados para profissionais envolvidos no programa. A análise dos dados pautou-se no discurso dos sujeitos sobre o PSE e nas observações em campo e revelou que, embora a implantação do PSE tenha trazido dificuldades e desafios, também foram identificadas ações que contribuíram para a formação dos estudantes, considerando a atenção e promoção da saúde e a prevenção de doenças. Os significados de educação em saúde oscilam de acordo com o estilo de pensamento adotado por cada sujeito, mas as atividades desenvolvidas no PSE são verticalmente decididas pelos ministérios da Saúde e da Educação, ou pela Coordenação Municipal do Programa. Avanços foram identificados principalmente na atenção à temática da saúde nas escolas após a implantação do programa no município, mas a falta de interação entre as equipes escolares e de saúde é um empecilho à boa condução e continuidade do programa. / ABSTRACT This research aims to investigate the School Health Programme (Programa Saúde na Escola: PSE) by examining the meanings that teachers and the Family Health team – a doctor, a nurse, a community health agent and a dentist – attribute to health education practices. Established nationally in 2007, the PSE grew out of an intersectoral policy between health and education. Based on a qualitative approach, data was collected through participant observation and semi-structured interviews and the study was conducted in a Level I Primary School in the municipality of Sapeaçu, Bahia, which implements the School Health Programme. Based on certain theoretical ideas central to authors such as Vygotsky, Bruner and Valsiner, the analysis sets out from an assumption that the human experience is a culturally organized and constantly recreated subjective reality. In this sense, it seeks to study PSE activities, within a municipality in Bahia, by exploring health education practices and their meanings for the professionals involved in the programme. Data analysis was based on subjects’ discourse about the School Health Programme and field observations. The data analysis revealed that the implementation of the PSE creates a number of difficulties and challenges for both Family Health professionals and teachers. However, it is worth noting that certain activities were identified that contributed to students’ education in relation to health care, promotion and prevention. The meanings of health education are related to each subject’s life history, experience, knowledge and beliefs. The activities implemented by the PSE are, in general, decided vertically, through the Ministries of Health and Education and the Programme’s Municipal Coordination Department. Important progress was identified in the areas of health and education, principally in the attention paid to the theme of health in schools, following the establishment of the PSE within the municipality. The study identified a lack of interaction between the school and health teams, which was the principal

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A abordagem de temáticas como o fenômeno das drogas nas escolas auxilia no processo interativo entre professores, alunos, diretores, familiares e comunidade, numa dinâmica onde todos se mobilizam para o desenvolvimento integral dos indivíduos, numa perspectiva de que o ensino começa na escola e continua na vida em sociedade. Tem-se como objeto: a reconstrução sócio-imaginária do consumo de álcool para docentes do ensino fundamental e sua influência na implementação de práticas pedagógicas junto aos alunos. E como objetivos: 1) Identificar as estratégias pedagógicas desenvolvidas pelos professores do ensino fundamental na abordagem sobre o álcool junto aos adolescentes; 2) Analisar as atitudes, crenças, valores e práticas dos professores do ensino fundamental em relação ao álcool; 3) Discutir as repercussões das atitudes, crenças, valores e práticas dos professores sobre álcool na interlocução com os alunos e na implementação das estratégias supra-referidas. Trata-se de estudo descritivo com abordagem qualitativa. O cenário foi uma escola municipal do Rio de Janeiro. Os sujeitos foram 26 professores, que responderam a um formulário de identificação e um roteiro de entrevista semi-estruturada. Os dados de identificação foram analisados estatisticamente, por meio de quadros e tabelas e o depoimento através da análise de conteúdo temática. Os resultados apontam para uma equipe docente do sexo feminino, com mais de 40 anos de idade, que trabalham em mais de um turno de trabalho e que diz fazer uso social de bebidas alcoólicas. Da análise de conteúdo emergiram 5 categorias: A incorporação dos Parâmetros Curriculares e as estratégias pedagógicas utilizadas pelos docentes; Sentimentos e vivências dos docentes frente ao álcool e ao alcoolista; Abordagens sobre álcool pelos docentes e as estratégias pedagógicas desenvolvidas em sala de aula; Concepção dos docentes sobre álcool; Comportamento e interação dos alunos sobre álcool na visão dos professores. A síntese da discussão aponta para a reconstrução social e imaginária acerca do álcool; as atitudes positivas, negativas ou neutras frente ao álcool; e a prática pessoal e docente sobre o consumo de álcool. Conclui-se que há carência de formação e capacitação do corpo técnico-pedagógico da escola para abordar questões sobre o álcool, fazendo-se necessário criar programas preventivos e educativos sobre drogas para atender as atuais demandas da realidade vivenciada pelos alunos. Portanto, é essencial a participação do enfermeiro nesse processo de transformação da escola, da capacitação dos profissionais e de execução de ações de promoção da saúde e de prevenção dos riscos para o uso de álcool por adolescentes. / The thematic approach to the phenomenon of drugs in schools helps in the interactive process between teachers, students, directors, family and community in a dynamic process where everyone is mobilized to the integral development of individuals, in a view that education starts at school and continues in society. This research aims: the social imaginary reconstruction of alcohol consumption for elementary school teachers and their influence on the implementation of educational practices with students, and the objectives: 1) Identify the teaching strategies developed by elementary school teachers in the approach to alcohol with teens, 2) Analyzing the attitudes, beliefs, values and practices of elementary school teachers in relation to alcohol, 3) Discuss the impact of attitudes, beliefs, values and practices of teachers on alcohol in the interaction with the students and the implementation of the strategies mentioned above. This is a descriptive study with a qualitative approach. The setting was a public school in Rio de Janeiro. The subjects were 26 teachers who answered to a form of identification and a roadmap semi-structured. The identification data were statistically analyzed by the meaning of charts, tables and the testimony by thematic content analysis. The results point to a teaching staff were female, with more than 40 years of age who work in more than one school and usually drink socially. Content analysis emerged 5 categories: The incorporation of Curricular and Pedagogical strategies used by teachers; Feelings and experiences of teachers towards alcohol and alcoholics; Approaches to alcohol by teachers and teaching strategies developed in the classroom; The conception of teachers on alcohol; The behavior and interaction of students about alcohol in the view of teachers. The synthesis of the discussion points to the social imaginary reconstruction about alcohol; positive, negative, or neutral attitudes towards alcohol; the personal and teaching practices of alcohol consumption. The conclusion is that there is a lack of training and qualification of the team-teaching method to address questions about alcohol, making it necessary to create programs and education prevents about drugs to meet the current demands of the reality experienced by the students. Therefore, it is essential the participation of nurses in the process of transforming the school, the training of professionals and implementation of actions for health promotion and risk prevention for alcohol use by adolescents.