Life skills education for children and adolescents in schools: introduction and guidelines to facilitate the development and implementation of life skills programmes
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World Health Organization
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2 pts. in 1v., 49 p.
This document was compiled in 1993 and reprinted in 1997 with minor changes.
This document provides a conceptual framework and practical guidance for the development and implementation of life skills education programmes for children and adolescents in schools. Prepared to support agencies responsible for curriculum development, health education and school-based health and social interventions, it outlines the role of life skills education in promoting psychosocial competence, mental well-being and positive health behaviour. The publication defines a core set of life skills, explains their contribution to coping with everyday demands and challenges, and discusses their relevance across cultural settings while emphasizing the need for local adaptation. The guidelines describe the key stages involved in establishing sustainable life skills programmes, including building institutional support, setting objectives, designing educational materials, training programme developers and trainers, pilot testing, implementation, evaluation and long-term maintenance. The document advocates participatory, skills-based learning methods that encourage active student involvement and practical application of skills. It also highlights the importance of integrating life skills education within school systems, securing multisectoral collaboration, and ensuring ongoing assessment to strengthen programme quality and sustainability, with the overall aim of fostering healthier, more resilient and socially competent young people.
This document was compiled in 1993 and reprinted in 1997 with minor changes.
This document provides a conceptual framework and practical guidance for the development and implementation of life skills education programmes for children and adolescents in schools. Prepared to support agencies responsible for curriculum development, health education and school-based health and social interventions, it outlines the role of life skills education in promoting psychosocial competence, mental well-being and positive health behaviour. The publication defines a core set of life skills, explains their contribution to coping with everyday demands and challenges, and discusses their relevance across cultural settings while emphasizing the need for local adaptation. The guidelines describe the key stages involved in establishing sustainable life skills programmes, including building institutional support, setting objectives, designing educational materials, training programme developers and trainers, pilot testing, implementation, evaluation and long-term maintenance. The document advocates participatory, skills-based learning methods that encourage active student involvement and practical application of skills. It also highlights the importance of integrating life skills education within school systems, securing multisectoral collaboration, and ensuring ongoing assessment to strengthen programme quality and sustainability, with the overall aim of fostering healthier, more resilient and socially competent young people.
Keywords
Life Style, Health Behavior, Health Education, Health Promotion, School Health Services, Teaching Materials, Mental Health, Child, Adolescent, Adaptation, Psychological, Stress, Psychological, Interpersonal Relations, Communication, Guideline, Education for Health, methods, organization and administration, psychology, education, prevention and control