Childhood obesity rates have increased nationwide, but rates of childhood obesity are higher in Tennessee (TN). The Coordinated School Health (CSH) Program is a multicomponent approach designed to improve academics and health in children in Tennessee; however, researchers have not evaluated the 8 components of the plan and the impact it has on weight in children. The purpose of the study was to determine if a relationship existed between the Coordinated School Health Program and obesity in children. The conceptual framework for this study was Bandura's social cognitive theory. One hundred forty CSH coordinators in TN were surveyed and the results were analyzed using multiple regression to determine the relationship between the 8 components of the CSH program and obesity rates in children in TN. Nutrition service was the only component that was statistically significant. According to study results, many districts had been exposed to the coordinated school health program and had some components in place, but the program was not seen as a priority by school administration, which affected the successful implementation of the program. The findings from this research can be used to help school officials determine how to better integrate the components of the Coordinated School Health program into the existing curriculum, allot time and resources for implementation strategies, hire the appropriate staff, and/or determine which component needs more focus. Determining which component(s) should have more emphasis creates potential for social change by reducing obesity in children, which will likely reduce the chance of those children becoming obese adults.

As the percentage of school children with chronic conditions such as diabetes continues to rise, funding for school nurses to keep those students healthy and safe is decreasing. This dissertation includes three studies: (1) a systematic review of the literature on the role and impact of American elementary school nurses, (2) a focus group study that further examined the role of Kentucky school nurses and described their reaction to a new regulation that necessitates delegation of diabetes-related nursing tasks to unlicensed assistive personnel (UAP), and (3) a quantitative study that examined Kentucky school nurses’ past behaviors and future intentions regarding the delegation of diabetes-related tasks. A systematic review of the literature revealed that activities of school nurses can be conceptualized into four major areas: (a) health promotion and disease prevention; (b) triage and treatment of acute issues (e.g., injuries and infectious diseases); (c) management of chronic conditions; and (d) psychosocial support. School nursing activities are associated with increased attendance, higher quality schools, and cost savings. Focus groups in three regions of Kentucky found that Kentucky school nurses fulfill the same major roles as their counterparts across the nation, and face similar challenges such as lack of time, limited resources, language barriers, and communication issues with families. School nurse participants described their biggest impact on students as identifying and addressing students’ physical and psychosocial barriers to learning. While recent legislation was passed in Kentucky necessitating the delegation of insulin administration to UAP, school nurses had not experienced many changes at the time of the focus groups. However, some nurses said that their districts were not planning to delegate insulin administration and intended to keep a nurse in every school. Others appreciated the prospect of having more trained staff in schools to recognize signs of distress in chronically ill students. A statewide survey of 111 Kentucky school nurses indicated that nurses’ past delegation behaviors and future intentions related to delegation are rooted in the level of skilled decision-making that must occur and the risk to the student if the wrong decision is made. Unfortunately, school nurses’ intentions to delegate higher-stakes tasks (e.g. carbohydrate counting, insulin dose verification, and insulin administration) were significantly stronger than their support for (attitude related to) delegation of those tasks, which is disconcerting both for the safety of students as well as for the liability retained by delegating nurses. This disparity between support and intentions indicated that school nurses anticipate that they will have to delegate certain tasks to UAP despite their discomfort with delegating them, most likely due to high workload and lack of resources. Additional studies should be undertaken to determine the impact of legislative changes on the delivery of school health services in Kentucky and other states, particularly once school districts and nurses have had adequate time to adjust to new laws. Such studies should investigate to whom nurses are delegating health services, what tasks are being delegated, and the extent and process of training that UAP receive. Future surveys should utilize perceived behavioral control items that assess situational control (e.g. policy, workload) over delegation rather than, or in addition to, efficacy of individual skills required for delegation of nursing tasks. Researchers must further explore the discrepancies between attitude and intentions; that is, why are nurses planning to delegate tasks to UAP if they do not support the delegation of those tasks? Kentucky school nurses are champions of health promotion for children, not only in their provision of health services and health education, but also in the area of school health policy. School nurses should train UAP so that more school staff can recognize signs of distress in students with diabetes, but at the same time should continue to advocate and seek funding for a nurse in every school with the help of the Every Student Succeeds Act.

År 2015 sökte 70 384 barn asyl i Sverige. Flyktingbarn löper större risk att drabbas av ohälsa än andra. Idag träffar skolsköterskor i Sverige dessa barn allt oftare. Syftet med denna studie var att belysa skolsköterskors upplevelse av att möta nyanlända flyktingbarn. Semistrukturerade intervjuer genomfördes med 11 skolsköterskor och analyserades med hjälp av kvalitativ innehållsanalys. Resultatet redovisas i fyra kategorier: språket, ett hinder för att kommunicera; där skolsköterskorna tar upp vikten och svårigheten av att ha en fungerande dialog. Påfrestande att stödja barnen; där skolsköterskorna beskrev det som betungande att höra barnens historier och att de upplevde en känsla av otillräcklighet. Att känna tillfredsställelse i mötet; skolsköterskorna beskrev sig vara fascinerade över barnens mentala styrka och deras positivitet. Svårighet att anpassa sig till olika kulturer; där skolsköterskorna beskrev att hälsoformulären inte var anpassade till barnens olika kulturer och skolsköterskorna upplevde själva en bristfällig kunskap om de olika kulturerna. Konklusionen av studien var att skolsköterskors möten med nyanlända flyktingbarn kan effektiviseras om skolsköterskor får ökad kunskap om olika kulturer och flyktingbarns psykiska, fysiska och emotionella hälsoproblem samt genom att optimera kommunikationen.

Forskning om stickrädda barn i elevhälsovården bedöms som otillräcklig, men betydelsefull då många vaccinationer sker i skolan. Syftet var att undersöka flickors upplevelser kring HPV- vaccination i elevhälsovården. Uppsatsstudien hade en mixad metod design och studien var baserad på enkätsvar från 14 flickor i årskurs fem och sex. Det kvantitativa resultatet visade att hälften av flickorna skattade sig som rädda i samband med HPV-vaccination och av dem skattade sig 42 % som livrädda. Upplevd smärta och rädslan för eventuell smärta var de faktorer flickorna uppgav skapade rädsla. Att ha en förälder och/eller en kompis med sig vid vaccinationen var enligt flickorna de viktigaste strategierna för att kunna minska deras rädsla. Det fanns en positiv korrelation mellan flickornas skattade rädsla och hur de upplevde att de inte kunde koncentrera sig på skolarbetet under hela veckan innan vaccination (r2=0,761; p=0,002). Det kvalitativa resultatet visade att flickorna upplevde starka fysiska och psykiska reaktioner såsom gråt, illamående, panik och stress, orsakade av rädsla inför, under och efter vaccinationen. Då elevhälsvårdens övergripande mål handlar om att förebygga både fysisk och psykisk ohälsa för barn och ungdomar är det viktigt att belysa problematiken med stickrädsla. Sammanfattningsvis behövs vidare forskning genomföras. Detta för att bättre kunna förstå hur omfattande stickrädsla är bland skolelever och för att sätta elevernas perspektiv i fokus. / Research on children with fear of needles in the student health service is estimated as inadequate but important because many vaccinations take place at school. The aim was to examine girls’ experiences of HPV-vaccination in student health services. The study had mixed method design and the study was based on survey responses from 14 girls in the fifth and sixth grade. The quantitative results showed that half of the girls estimated themselves as frightened during HPV-vaccination, and 42 % rated themselves as terrified. The percieved pain and fear of eventuall pain were the factors in the girls' experiences of HPV- vaccination that caused fear. Having a parent and/or a friend present as support are the two most common strategies for reducing the fear during the HPV-vaccination, according to the girls. There was a positive correlation between the girls' estimated fear and their percieved ability to not be able to concentrate on schoolwork during the week prior to vaccination (r2= 0.761; p = 0.002). The qualitative results showed that before, during and after vaccination, strong physical and psychological reactions such as crying, nausea, panic and stress were caused by fear. The student health services overall goal is about preventing both physical and mental health of children and adolescents and therefor it is important to highlight the problem of fear of needles. Further research is therefor needed to better understand the extent of fear of needles among schoolchildren and focus on their perspective.

Paaugliai - viena pažeidžiamiausių bei svarbiausių mūsų visuomenės grupių. Bendrojo lavinimo mokykla yra pagrindinė vaikų socializacijos institucija tinkama puoselėti vaikų sveikatą, formuoti sveikos gyvensenos ir kitus gyvenimo įgūdžius. Taigi, labai svarbu įvertinti mokinių nuomonę apie sveikatos priežiūros mokyklose kokybę. Tikslas. Įvertinti mokinių nuomonę apie gaunamas visuomenės sveikatos priežiūros paslaugas mokykloje. Tyrimo metodai ir apimtis. Tyrimas atliktas mokyklose anoniminės anketinės apklausos būdu 2011 m. balandžio – gegužės mėnesiais Lietuvos bendrojo lavinimo mokyklose, kuriose vykdoma ugdymo programa lietuvių kalba. Anoniminės anketinės apklausos būdu ištirti 1806 mokinai. Statistinė analizė atlikta naudojant “SPSS” statistinį paketą (16 versija). Kategorinių duomenų analizei taikyti chi-kvadrato kriterijus (&#967;2) ir Kendelio-tau (&#964;) koreliacijos koeficientas. Galimybių santykio rodiklis (GS). Duomenų skirtumas statistiškai reikšmingas, kai p<0,05. Rezultatai. Didžioji dalis (77,8 proc.) apklaustųjų savo sveikatą vertino labai gerai arba gerai. Bent kartą per metus mokyklos sveikatos kabinete apsilankė 37,7 proc. respondentų. Dažniausios mokinių kreipimosi į visuomenės sveikatos priežiūros specialistą priežastys buvo bloga mokinio savijauta, patirtos traumos ir prašymas atleisti nuo kūno kultūros pamokų. Visuomenės sveikatos priežiūros specialisto teikiama pagalba nepatenkinti 38,9 proc. respondentų. Dažniausios nepasitenkinimo priežastys buvo... [toliau žr. visą tekstą] / Teenagers are one of the most important and most vulnerable groups in our society. Comprehensive School is a primary institution of socialization of children to foster adequate child health, develop healthy lifestyles and other life skills. It is very important to assess pupils’ views on health care quality in schools. Objective. To assess students’ views on the received public health care services at school Material and methods. During April-May, 2011, the study was performed in schools, providing basic secondary education in lithuanian language. A total of 1806 schoolchildren filled questionnaire. Statistical analysis was performed using the SPSS statistical package (version 16). Categorical data analysis for the chi-square criteria (X2) and Kendall tau rank correlation coefficient. The data difference was statistically significant at p <0.05. Results. The majority (77.8 percent). Of respondents assessed their health as good or very good. 37,7 per cent respondents visit shool health office at least once a year. Pupils usually access to school health professional due to poor well being, to get first aid or request for exemption from physical education classes. 38,9 percent of respondents was dissatisfied with school health services. The most common reason for dissatisfaction was the short time professional work. Dissatisfaction with the evaluation of significant demographic differences weren’t found. About 60 percent of respondents trusted professional. Girls trusted more... [to full text]

<strong>Objective:</strong> This study was designed to inform the development of a web tool to simplify access to and analysis of available evidence for youth tobacco control. This tool will support planning, evaluation and research related to youth tobacco control. Primary objectives were to examine useful functions and characteristics of potential end-users. <br /> <strong>Methods:</strong> A pilot-tested, web-based questionnaire was administered to potential end-users (N=43). A purposeful sample of participants was selected to represent individuals working in youth tobacco control from research, health, and education sectors in Western, Central, and Eastern Regions of Canada. Data were analyzed using frequency calculations and cross-tabulations by sector. Results guided the creation of a prototype. Interviews were conducted with a subset of participants (N=6) to validate the prototype and identify further functions. Data were analyzed using content analysis. <br /> <strong>Results:</strong> Useful functions of the prototype identified varied slightly across sectors. Research participants felt that access to raw data was a useful function. Health sector practitioners were interested in accessing data and creating summary reports of data. Educators were mostly interested in obtaining summary information from data, through reports. Further, health and research participants felt the information resources function was redundant. This research has provided important insights that will guide the development of a functional web tool. <br /> <strong>Implications:</strong> This tool can enable users to identify effective interventions, track the progress of school or health regions relative to benchmarks, and identify high risk schools or communities to target intervention efforts. This tool is an innovative way to maximize the use of available resources to link research, policy, and practice.

O presente trabalho visa analisar as percepções, vivências e experiências dos profissionais da saúde e da educação envolvidos no Programa Saúde da Escola (PSE) do Município de Guarulhos (SP), incluindo a pesquisadora. Pela saúde, foram entrevistados 10 profissionais da Unidade Saúde da Família (USF) (gerente, enfermeira, auxiliar de enfermagem, três agentes comunitárias com maior tempo de serviço na Unidade, além de nutricionista, assistente-social, educador físico e psicóloga que atuam no Núcleo de Apoio à Saúde da Família (NASF) da Unidade; da pesquisadora, foi utilizado o diário de campo. Pela educação, foram entrevistados os profissionais da Escola da Prefeitura de Guarulhos (EPG) escolhida, sendo 6 da gestão (supervisora, diretor, vice-diretora, coordenadora pedagógica, assistente de gestão e agente escolar) e mais 9 educadoras, selecionadas segundo amostra intencional (maior tempo de contato com PSE e tempo de trabalho na escola). Foram propostas entrevistas individualizadas, com 6 questões abertas que nortearam as conversas, no local de trabalho do entrevistado. Para analisar o conteúdo das falas, foi escolhida um método qualitativo da Hermenêutica-Dialética. Como resultado notou-se que a presença constante da coordenadora em todos os grupos, no planejamento e nas conversas pode ter sugestionado um viés mais positivo na educação e mais negativo na saúde, pois nesta não há reuniões e encontros. A grande maioria não participa das ações nas escolas e não entende a sua função e importância no programa. Pelas quatro categorias criadas concluem-se que há falhas a serem trabalhadas, mas se houver mais momentos de compartilhamento entre os profissionais, seja na Saúde quanto na Educação e ações de formação (educação continuada), haverá uma melhora nas relações intersetoriais e trabalho multiprofissional. Foi proposto um encarte para ajudar na criação de estratégias para consolidar as ações dos profissionais, para melhorar a padronização das ações e de continuidade do programa. / The present study aims to analyze the perceptions, experiences and experiences of health and education professionals involved in the School Health Program (PSE) of the Municipality of Guarulhos (SP), including the researcher. For health, 10 professionals from the Family Health Unit (USF) (manager, nurse, nursing assistant, three community agents with a longer period of service in the Unit, as well as a nutritionist, social worker, physical educator and psychologist In the education, the professionals of the chosen School of the City of Guarulhos (EPG) were interviewed, being 6 of the management (supervisor, director, assistant coordinator, pedagogical coordinator, management assistant and school agent) and 9 other educators, selected according to an intentional sample (longer time of contact with PSE and working time in school). Individualized interviews were proposed, with 6 open questions that guided the In order to analyze the content of the speeches, a qualitative method of Dialectic Hermeneutics was chosen. it was noted that the constant presence of the coordinator in all groups, in planning and in conversations may have suggested a more positive bias in education and more negative health, since there are no meetings and meetings. The vast majority do not participate in school actions and do not understand their role and importance in the program. For the four categories created it is concluded that there are flaws to be worked out, but if there are more moments of sharing among the professionals, whether in Health or Education and training actions (continuous education), there will be an improvement in intersectoral relations and multiprofessional work. An insert was proposed to assist in the creation of strategies to consolidate the actions of professionals, to improve standardization of actions and continuity of the program.

O atual momento histórico aponta para uma reflexão acerca da escola e sua relação com a saúde dos escolares. Ao assumir uma visão bem mais alargada do que a da tradicional transmissão de conhecimentos, a escola torna-se o local de excelência para o desenvolvimento de atividades no âmbito da promoção da saúde, uma vez que as crianças despendem ali muitos anos de seu período de desenvolvimento físico, cognitivo e de formação pessoal e social. Nessa perspectiva, o professor exerce uma influência constante e ativa sobre os conceitos de saúde e doença dos seus alunos e pode estimulá-los à compreensão e adoção de hábitos saudáveis, podendo assim proteger a saúde dos escolares e até de seus familiares. O presente estudo tem como objetivo conhecer qual a concepção sobre Saúde na Escola de professores das escolas públicas estaduais inseridas no Projeto Saúde e Prevenção nas Escolas da cidade de Franca. Para tanto, foram selecionadas oito escolas em diferentes regiões de modo a representar todas as regiões da cidade. A pesquisa fundamentou-se na metodologia qualitativa e utilizou-se como principal técnica de coleta de dados a entrevista semi-estruturada. Foram entrevistados 15 professores. Para se encerrar as entrevistas, utilizou-se saturação dos dados. O estudo permitiu observar que, embora os professores apresentem conceitos sobre saúde, alguns mais ampliados, outros mais reduzidos, eles não estão bem preparados para atuarem em educação em saúde. Assim, este trabalho na escola ainda é um desafio, uma vez que a grande maioria dos profissionais da educação, apesar de bem intencionados, apresentam pouca formação em saúde, estando pouco preparados para atuarem como agentes de Promoção da Saúde na Escola. / The current historical moment points to a reflection about the school and its relationship with the students health. Assuming a wider vision than the traditional of knowledge, school becomes the place of excellence for the development of activities in the scope of health promotion, once the children spend there many years of their physical, cognitive development and personal and social formation. In this perspective, the teacher exerts a constant and active influence on students health and disease concepts and may stimulate them to the comprehension and adoption of healthy habits, being able to protect students health and even their relatives ones. The present study has the objective to find out what is the conception about Health at School of public state school teachers inserted on Health and Prevention at School Project in Franca city. For that, eight schools were selected in different regions so representing all the regions of the city. The research was based in the qualitative methodology and the major data collection technique was the semi-structured interview. They were interviewed 15 teachers. To finish the interviews it was used data saturation. The study allowed the observation that, although the teachers present health concepts, some wider, some narrower, they are not well prepared to act on health education. So, this work at school is still a challenge, once the great majority of the education practitioners, despite well intentioned, present little formation in health, being little prepared to act as School Health Promotion agents.

O saneamento é uma questão essencial para a qualidade de vida, para condições ambientais salubres, entre outros aspectos. O reconhecimento do saneamento como direito social diante da essencialidade à vida humana e à proteção ambiental ainda não foi contemplado dignamente. A pesquisa tem como objetivo investigar a viabilidade da escola tornar-se Promotora da Saúde implementando práticas sócioeducativas nos ambientes escolar e comunitário visando alcançar melhores condições de saneamento básico com mobilização social. A proposta adota a metodologia da pesquisa-ação com a estratégia da pesquisa social, atendendo os aspectos de interação e de investigação não se limitando a uma forma de ação, mas aumentando o conhecimento do pesquisador e dos atores envolvidos. Para tratar os dados de uma das atividades se utiliza o processo de análise de conteúdo. A pesquisa trata da Promoção da Saúde, da temática escola, do complexo saneamento e recursos hídricos; da mobilização, controle social e aprendizagem social. Definida a bacia hidrográfica do ribeirão da Vargem do Salto em Ibiúna/SP, para desenvolver as atividades previstas na pesquisa onde estão localizadas escolas municipais dos bairros Vargem do Salto, Lageado, Saltinho, Salto e Samano. Há um diálogo estabelecido entre a pesquisa e documentos oficiais legais para fundamentação teórica; e também sustentado pelo pensamento de Paulo Freire, John Dewey, Pedro Roberto Jacobi, Michael Apple, Moacir Gadotti, Leonardo Boff, Henry Giroux, Edgar Morin e Michel Thiollent. Promoção da Saúde definida como o processo de capacitação da comunidade para atuar na melhoria da sua qualidade de vida e saúde, inclui uma maior participação no controle deste processo e a escola pode ser um espaço para se concretizar as ações da Promoção da Saúde, proporcionando a mobilização, participação, o controle social e aprendizagem social. A síntese analítica adota o percurso metodológico de forma cronológica para apresentação dos resultados. Constata-se a função social da escola que adotando os princípios da Escola Promotora da Saúde adquire potencial para gerar processos que fortalecem a convivência, a participação, o diálogo permanente das pessoas e a compreensão consciente da sociedade em que vivem e a possibilidade de efetiva transformação. / Sanitation is essential to quality of life, healthy environmental conditions, among other things. The recognition of sanitation as a social right in light of its essentiality to human life and to environmental protection has not been contemplated in a dignified manner. This research aims to investigate the viability for the school to become a Promoter of Health by implementing socio-educational practices in the school and community environments in order to achieve better conditions of sanitation with social mobilization. The proposal adopts the methodology of research-action with the strategyof social research, taking into account the aspects of interaction and research, not limited to one form of action, but increasing the knowledge of the researcher and all involved. To process the data of one of the activities the content analysis process was used. The research deals with the Promotion of Health, the topic of the school, the sanitation and water resources complex; the mobilization, social control and social learning. The basin of the stream in Vargem do Salto in Ibiúna, SP, was established for the activities set in the survey to be developed, locality where municipal schools of Vargem do Salto, Lageado, Saltinho, Salto and Samanoare located. There is a dialogue between the research and the legal official documents for theoretical foundation; sustained by the points of view from Paulo Freire, John Dewey, Pedro Roberto Jacobi, Michael Apple, MoacirGadotti, Leonardo Boff, Henry Giroux, Edgar Morin and Michel Thiollent. Health promotion, defined as the process of empowerment of the community to work on improving their quality of life and health, includes a greater participation in the control of this process. The school can be a place to achieve the actions of Health Promotion, providing the mobilization, participation, social control and social learning. The analytical overview adopts a methodological path in a chronological way to present the results. It is noted that the schools social function that, adopting the principles of the School as a Health Promoter, gains potential to generate processes that strengthen coexistence, participation, permanent dialogue and the conscious understanding of the community in which they live and the possibility of effective transformation.

O bullying configura-se como um tipo de violência, inclusive simbólica, que ocorre também na escola, para o qual se tem empreendido diversos estudos em todo o mundo, tanto para conhecer sua magnitude, analisar os seus sentidos e significados, bem como para a propositura de programas de intervenção, visando, sobretudo, sua prevenção. Conhecer e ampliar o conhecimento na área da enfermagem, relacionado à saúde escolar e violência escolar, particularmente sobre o bullying no contexto escolar, impõem-se como desafio e um exercício para compreender e transformar as práticas de saúde coletiva e de enfermagem. Nesta perspectiva, este estudo objetivou apresentar e analisar a proposta de um programa de intervenção antibullying na escola e sua pertinência para atuação do enfermeiro no contexto escolar. O referido programa foi denominado de Programa de Intervenção e Educação em Saúde Antibullying - PIESA. É composto por 6 domínios e 25 recomendações que incluem a participação dos alunos, da família, da comunidade escolar e do enfermeiro, mediando práticas assertivas entre agressores, vítimas e espectadores. Os domínios propostos relacionam-se à: Domínio 1 - Envolver os gestores da escola e incluir a temática bullying no Plano de Gestão Escolar; Domínio 2: Capacitar direção, coordenadores, professores e outros funcionários da escola, a exemplo dos agentes de organização escolar (inspetores de aluno), com relação à temática bullying; Domínio 3: Envolver as famílias (Pais ou Responsáveis); Domínio 4: Intervir nas turmas; Domínio 5: Ambiência - Intervenção no ambiente e Domínio 6: Intervir com os estudantes agressores e/ou vítimas recorrentes. O método Delphi foi utilizado para a obtenção do consenso entre 11 especialistas que pesquisam e/ou trabalham com saúde escolar, violência e/ou bullying escolar e concordaram em participar do estudo. Cada domínio e recomendação foram considerados adequados ao programa de intervenção quando obteve entre os especialistas o valor igual ou superior a 80% de consenso. Após a primeira rodada de avaliação do programa, entre os especialistas, observou-se que a maioria dos domínios apresentou concordância total, ou seja, 100% de consenso quanto a sua relevância. Os domínios que apresentaram concordância parcial ainda apresentaram um alto grau de consenso, ou seja, acima de 80% quanto a sua relevância. Na segunda rodada a recomendação que insere a participação do enfermeiro no planejamento escolar obteve 90,9% de consenso entre os especialistas, afirmando que o programa delineado atende às prerrogativas da atuação do enfermeiro no contexto escolar. Concluímos que a atuação do enfermeiro na escola e a promoção da educação dialógica, crítica e reflexiva fundamentada particularmente em metodologias ativas e participativas poderão possibilitar uma postura proativa, crítica e emancipatória dos alunos para o enfrentamento das situações do bullying entre pares na escola / Bullying is considered a type of real and symbolic violence which also occurs in school, and for which many studies around the world have been undertaken in order to understand its magnitude and analyze its reasons and meanings, as well as for bringing of intervention programs aimed mainly at its prevention. The act of knowing and improving knowledge in the field of nursing related to school health and school violence, particularly on bullying in schools, are a challenge and an exercise to understand and transform the collective health and nursing practices. In this perspective, this study aimed to present and analyze an anti-bullying intervention program at school and its relevance for nursing work in the school context. This program was called Anti-bullying Health Education and Intervention Program - \"Programa de Intervenção e Educação em Saúde Antibullying\", PIESA in portuguese. It consists of six areas and 25 recommendations which include the participation of the students, their families, the school community and the nurses, mediating assertive practice between offenders, victims and bystanders. The proposed areas relate to Area 1: involving school managers and include the bullying thematic in School Management Plan; Area 2: training directors, coordinators, teachers and other school staff, like the school organization agents (class inspectors), on dealing with bullying; Area 3: involving families (Parents or Guardians); Area 4: Intervening in classes; Area 5: Intervention in the environment and Area 6: Intervening with the aggressor students and/or recurrent victims. The Delphi method was used to obtain consensus among 11 experts who research and/or work with school health, school violence and/or school bullying and agreed to participate. Each area and recommendation with not less than 80% of consensus among experts was considered appropriate to the intervention program. After the first round of evaluation of the program among experts, we observed that most areas presented total agreement, i.e., 100% consensus as to its relevance. The areas with partial agreement also showed a high degree of consensus, i.e. over 80% of consensus regarding its relevance. In the second round, the recommendation issuing the participation of nurses in school planning got 90.9% of consensus among experts, pointing that the designed program suits the prerogatives of the nursing work in the school context. We conclude that the work of nurses in school and the promotion of dialogical, critical and reflective education, which is particularly based on active and participatory methodologies will enable a proactive, critical and emancipatory attitude in students to cope with situations of bullying among their peers at school