Purpose: This study was aimed to examine the effects of sexual education programs focusing on media literacy on teachers as a pilot study. Methods: This study is a quasi-experimental study and a total of 81 teachers (intervention n=42, control n=39) participated. Results: A sexual education program focusing on media literacy was conducted in the form of an 18-hour structured education module. The results were mainly assessed by measuring the teachers' pre-and post-study awareness and self-efficacy related to sexual media literacy. Awareness related to sexual media literacy of the intervention group (86.3) showed greater improvement than that of the control group (76.8). Also, self-efficacy related to sexual media literacy among the intervention group (20.1) showed greater improvement than that of the control group (17.4). Conclusion: The results highlight the effects of sexual education programs focusing on media literacy, which can improve teachers' competence in sexual education.

The purpose of this study was to test the effects of healthy life practice (HLP) education on reported health behaviors, including health promotion, disease prevention, and safety among fourth-grade elementary school students. A quasi-experimental, pretest/posttest design was used. The 101 recruited participants from two schools were assigned to the intervention group (n = 51) that received 10 health education sessions and the control group (n = 50) that did not receive the intervention. Significant differences in health behaviors were observed between the two groups (t = 2.563, p = .012), specifically for disease prevention (t = 2.178, p = .032) and safety (t = 2.711, p = .008). However, no significant between-group differences were observed in health promotion (t = .270, p = .788). Educational interventions aimed at changing HLP-related health behaviors may be effective for elementary schoolchildren.

This study aimed to examine the effects of a sexual education program (SEP) focused on sexual media literacy (SML) for school nurses. A quasi-experimental, pre-/posttest design was used to examine SML knowledge, awareness, reinterpretation skill, and self-efficacy. A total of 66 school nurses participated. The experimental group ( n = 35) participated in an 18-hr SEP that focused on SML, while the control group ( n = 31) did not. The experimental group showed significant improvement in knowledge ( t = 6.47, d = 1.62, p < .001), awareness ( t = 5.08, d = 1.19, p < .001), reinterpretation skill ( t = 4.81, d = 2.28, p < .001), and self-efficacy ( t = 8.29, d = 1.38, p < .001) as compared to the control group. The SEP developed in this study may be an effective educational intervention for school nurses.

A school-based intervention that was aimed at changing habits related to healthy life behaviors could be effective for elementary school children.