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Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.

In light of expert opinion that health education should be integrated into the school curriculum, rather than taught only as a separate unit, it is desirable that all teachers have adequate knowledge and understanding of the subject. The present research investigated attitudes of a representative sample of Greek Cypriot serving teachers towards health education, together with their views on related matters such as the value of contributions from outside bodies and the availability of finance and resources. Results suggest that teachers are generally very positive towards health education, but regard initial and in‐service training provision as inadequate and causing manifest confusion in their understanding of many key issues. Implications emerge for future teacher training programmes.

Considers the impact of the termination of the Grants for Education Support and Training for health education on the future support of health education in schools. Discusses the results of a national audit of healthy alliances between health promotion units and local education authority schools. The results of the survey showed that specialist health promotion units are enthusiastic about collaborative partnerships with education, but that the axing of the GEST‐funded advisory posts has militated against such initiatives. Demonstrates that relationships between local education authorities and health promotion units have been difficult since April 1993 and are now much more competitive. Concludes that alliances between health and education have an uncertain future.

Considers the future of health education in relation to schools; explores the continuing need for health education of young people and hence the priorities for schools; and addresses the current dilemmas, uncertainties and opportunities that affect the provision of health education in schools. Relates principally to health education in schools in England. Reviews the impact of recent Education Acts on the provision of health education in schools and examines how the new system of inspection of schools could and should work in relation to health education. Summarizes the early work on the health‐promoting schools project.

Examines what is known about the health education needs of young men and reports on two small qualitative studies which explored young men’s perceptions of their health education needs. Suggests that because health education is often designed and delivered by women, it may not take account of those issues that young men deem to be important. In the studies described, the young men interviewed expressed as needs topics which should have been delivered within the school curriculum. Concludes that young men need some guidance on what their health education needs are; otherwise important topics will be omitted. Recommends that in‐service training should be offered to those teaching health education and that this should include skills in working with young men. Calls for more research into this area of education.

In 1993 the Ministry of Education in New Zealand identified health education, jointly with physical education, as one of the seven essential learning areas of the country’s national curriculum. This article takes a critical look at some of the emerging issues during the construction and implementation of the new curriculum. Consultation is one of the vital ingredients for successful curriculum construction. It might reasonably be assumed that the views and opinions of children and young people would be sought, and that their issues and concerns might be taken into account during the process. Indications are that this does not happen; this article addresses the question of whose knowledge and what knowledge counts. The new curriculum identifies health with physical education as a single learning area. The author considers that it would be more suitable to position health with social studies, as the two subject areas have more complementary similarities between goals, processes and content.

Recent alterations to the Key Stage 1 and 2 National Curriculum in England have located health education as a strand within a non‐statutory framework of Personal, Social, Health education and Citizenship. Starting from the premise that health education should adopt a health‐oriented approach, this paper finds the aforementioned health component lacking as a basis on which to operationalise primary school health education. Using medicines education as an example, a disease/risk factor‐oriented programme is critiqued and an alternative, health‐oriented perspective proposed. This alternative demonstrates how basing health education around every component of the personal, social and health education and citizenship framework can engender a health‐oriented approach to health education at Key Stages 1 and 2. Finally, two cautionary notes are made concerning the adoption of this approach.

This study assesses the influence of local government reorganisation on health education provision and support in Welsh secondary schools. The study was conducted in two stages, shortly before, and 31 months after, a local government reorganisation. Respondents for the study were a sample of health education co‐ordinators from 23 secondary schools that represented seven of the eight local education authorities prior to the local government reorganisation in April 1996. Findings revealed several obstacles to schools becoming more health promoting. Lack of time, demands of the National Curriculum, low profile and status given to Personal and Social Education programmes, lack of expertise amongst staff, and the pressure exerted by league tables, were commonly reported by co‐ordinators. The importance of in‐service training for all staff and the need for stronger community and parental links was only raised by a few. The research also suggests that schools are becoming more reliant on health promotion units as opposed to the advisory support in their locality.

Presents data from a 1995 self‐completion questionnaire survey of secondary schools in Wales on the organization and provision of health education teaching, the implementation of health‐related policies and the involvement of outside agencies in the planning and delivery of health promotion. The results from the 187 responding schools (82 per cent) show that a firm base exists for further developing health‐promoting secondary schools in Wales. Recommends that health education co‐ordinators devote preparation time to promote best practice in the subject and that schools put more effort into developing broadly based policies for health covering all those who use school premises. Advocates the structured integration of community resources into school programmes and improved understanding within schools of the concept of the health‐promoting school.

Assesses the influence of the recent Government reforms in initial teacher education on the health education training of new recruits into the profession. Describes findings from the last major research study into health education in initial teacher training and appraises the new criteria for teacher education courses. Concludes that health education in teacher training is likely to become increasingly marginalized. Highlights contradictions in Government policy and urges professionals to attempt to influence the ways in which higher education institutions interpret the criteria on which courses will be developed and judged.