A systematic review was conducted to determine the effectiveness of health education interventions to promote sexual risk reduction behaviours amongst women in order to reduce transmission of human papillomavirus (HPV), a leading agent in the development of cervical cancer. A comprehensive search was conducted to identify relevant studies. Studies were included in the review if they evaluated educational interventions targeting women only and measured the impact on either a behavioural outcome such as condom use for sexual intercourse, partner reduction or abstinence, or a clinical outcome such as incidence of a STD. Thirty studies met the inclusion criteria for the review; all had the primary aim of preventing HIV and other STDs rather than cervical cancer. Ten of the 30 studies were considered to provide the strongest evidence for a causal relationship between the intervention and the change in outcomes measured. Each of these 10 most rigorous studies showed a statistically significant positive effect on sexual risk reduction, typically with increased use of condoms for vaginal intercourse. This positive effect was generally sustained up to 3 months after intervention. It was concluded that educational interventions targeting socially and economically disadvantaged women in which information provision is complemented by sexual negotiation skill development can encourage at least short-term sexual risk reduction behaviour. This effect has the potential to reduce the transmission of HPV and thus possibly reduce the incidence of cervical carcinoma.

This paper provides suggestions for those who seek to aid schools in becoming more active in health promotion. The lessons provided have been gleaned by working with a network of schools in a socially disadvantaged region over a period of three years. The project began because of concern about high rates of adult heart disease. There are how 15 primdry schools that have adopted a healthy promoting schools approach involving curriculum and environmental change along with community involvement. The key to success has been the project's local community base, consideration of the schools' core business and support by outside agencies. When planning school programmes, it is important to identify and develop projects based on local community need, to plan a recruitment strategy to engage schools in the project and to tailor programmes to complement the core activity of the school. During the implementation phase, involving the whole school community, establishing harmonious relationships using credible external agencies to advocate and support the project and conducting in-service training can enhance the programme. Providing support and follow-up to schools and teachers helps to ensure continuity. Mobilising the local community and providing public relations support appears to be important to the schools. The final lesson is to be patient and to realise that change in schools takes time.

Highlights student teachers’ fears concerning maintenance of control in the classroom and relates these to the disciplinary problems experienced by some parents with young children. Urges teachers to overcome these problems by believing in children as people in their own right, by respecting children and their views and helping children to become assertive. Describes an exercise using the technique of “positive self‐talk” to address problems with discipline in the classroom.

Describes initial results from a study by researchers at the Health Education Unit at the University of Southampton to find out what children aged 4 to 13 understand by “risk” and “risky behaviour”. Suggests that the concept of risk as something that is positive or exciting first appears at the age of about nine – the same time at which children are perhaps most vulnerable to peer pressure and are most likely to experience their first encounters with alcohol, cigarettes and other harmful substances. Concludes that health educators need to take risk into account through practical classroom activities at the same time as imparting health knowledge and skills.

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