ArticleBMC public health2026
The unexpected impact of the second year of Explo'Santé, a school-based health education programme on life skills development among 5th grade pupils in France: an interventional cohort study.
Article in BMC public health, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundHealth inequalities emerge during childhood, shaped by both structural and behavioural determinants, often leading to long-term disadvantages in global health. Schools represent a strategic setting for early and equitable health promotion interventions. This study aimed to assess the impact of the second year of Explo’Santé, a school-based health education programme designed to enhance life skills (LS), among 5th grade pupils.
methodsThis cohort study, embedded within the Explo’Santé interventional research protocol, involved 604 fifth-grade pupils from 43 French primary schools across six districts. A 10-session health education programme, “My day-to-day health in my environment,” was delivered by teachers and French League Against Cancer prevention officers, combining theoretical input with interactive activities. Differences in LS, self-efficacy (SE), life satisfaction (LSa), and health literacy (HL) scores between pre- and post-intervention were assessed using validated French scales. Data were analysed in RStudio using linear mixed-effects models to account for hierarchical structure of the data assessed score variation across time and interactions with gender and district.
resultsLSa declined significantly post-intervention (p = 0.04), particularly in school-related LSa (–2.47, p = 0.04). No significant results were observed for LS, SE or HL. No significant gender × time effects were found, though girls had higher baseline LS (p < 0.001) and SE in French (p < 0.001), but significantly lower in Maths SE (p = 0.01) and self-love (p = 0.01). Notable district disparities were also observed, as well as variations at school- and class-level.
conclusionsThese results underscore the challenges of achieving short-term impact from limited-duration programmes. Thus, to fully assess effectiveness, future research should incorporate longitudinal, mixed-method designs capable of capturing delayed and context-dependent changes.
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