Schools have been identified as one of the appropriate settings for addiction prevention since this is the place where pupils may come into contact with drugs for the first time and experiment with them, with the possibility of becoming addicted. To be effective, school-based drug education must be firmly based on knowledge of oneself and knowledge of the effects of various addictive substances. Biology education is then an essential part of schoolbased drug education. The aim of this work was to compare the approach taken towards addictive substances in textbooks within 16 countries involved in the European project BIOHEAD-CITIZEN. We used a specific part of the project grid for substance abuse (alcohol, tobacco and other drugs) and focussed on three major indicators: physical effects, psychological effects and social effects. Generally, in all 16 countries, the educative approaches taken in their textbooks include the three dimensions. Textbooks mainly employ text rather than visual images, and some countries' textbooks have only text. Moroccan and Mozambican textbooks do not mention tobacco and other drugs, respectively. The comparative analyses highlighted that the Finnish textbook is the most comprehensive; the only one, in the study, to have a specific Health Education teaching module.

A better understanding of primary school teachers' practices and representations toward health education (HE), and identification of individual or structural resistance as well as the partnership and training needs all constitute important goals in HE research. A quantitative study was conducted between April and December 2001 on a representative sample of the population of primary school teachers (n = 673) in the Auvergne region. The results demonstrate that the majority of teachers declare practicing and implementing HE. The approach is primarily thematic, essentially limited to a few lessons since it is only integrated into a broader project 20% of the time. 30% of teachers work in partnership, mainly with partners in school health; however, parents are rarely involved in HE activities. Parameters which influence the teachers' practices and representations are: (1) prioritizing work within an educational network and an inter-communal pedagogical regrouping, with the advantage that there are a greater number of teachers to do HE in these schools than in others, and (2) receiving initial or in-service training. These results suggest that a policy aiming to generalize the inclusion of HE in French primary schools must develop teacher training as well as support and accompany the collective dynamics within schools.

All countries had health education and health promotion services but the provision of these services varied considerably from country to country. They were provided either by a specific category of professionals (health personnel or teachers) or considered to be the responsibility of the educational community as a whole.

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Objective: To analyse teachers' health views in order to obtain general trends in factors influencing health and health education and to fit them into the negative-positive model of health proposed by Downie and collaborators. Method: This large international study involved 15 countries from Western and Eastern Europe, North and Sub-Saharan Africa, the Middle East and South America, with high socioeconomic and cultural diversity. The questionnaire constructed and validated by the European FP6 project BIOHEAD-CITIZEN was applied in each country to a balanced sample of pre-service teachers (Pre) and in-service teachers (In) of primary schools (P) and secondary schools, teaching biology (B) or national language (L). Results: Women, older persons, those having longer higher university education, primary school teachers (compared to secondary teachers) and language teachers (compared to biology teachers) have a more positive view of health. The major difference was found between countries, rather than religion, where five groups emerged from cluster analysis. Conclusion: The study does not lead to a comprehensive view of factors influencing teachers' perceptions of health but results showed that there is a variety of variables associated with health and health education views. These findings can contribute to facilitate developing appropriate specific health education teachers' training courses.