Eng

This Facilitator’s manual for schoolteachers
is to be used along with the GenNext Intervention tool

GenNext – Exit NCDs Intervention Tool for prevention of NCD risk factors among schoolchildren
ISBN: 978-92-9022-751-9
© World Health Organization 2020
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ii Facilitator’s manual for schoolteachers

Table of Contents
About this manual..............................................................................................................................iv

Acronyms............................................................................................................................................v
Message from Regional Director...................................................................................................... vii
Acknowledgements......................................................................................................................... viii
1. What are noncommunicable diseases?........................................................................................ 1
Figure 1: Major NCDs and their risk factors............................................................................ 1
2. Why is school the best setting for promoting a healthy lifestyle?.............................................. 2
3. What is a WHO health-promoting school (HPS) initiative?.......................................................... 3
Figure 2: Key features of a health promoting school.............................................................. 3
Table 1: Actions to be taken for prevention of NCDs by schools .......................................... 4
4. Intervention tool for prevention of NCD risk factors in schoolchildren...................................... 5
5. Section I: Promotion of healthy behaviours................................................................................. 7
1.1 Module: Physical activity.................................................................................................. 7
1.2 Module: Healthy diet..................................................................................................... 14
1.3 Module: Environmental pollution and protection.......................................................... 21
1.4 Module: Injury prevention.............................................................................................. 28
1.5 Module: Mental well-being and suicide prevention....................................................... 36
1.6 Module: Substance abuse (tobacco and alcohol).......................................................... 41
1.7 Module: Internet addiction and bullying........................................................................ 53
6. Section 2: Life skills education................................................................................................... 62
7. Bibliography .............................................................................................................................. 74
Facilitator’s manual for schoolteachers iii

About this manual
This manual aims to act as a guide for schoolteachers. It guides them in

implementing an intervention tool for the prevention of risk factors of
noncommunicable diseases (NCDs) and teaches selected relevant life skills
to schoolchildren. The intervention tool imparts knowledge and describes
activities to be conducted for promoting healthy lifestyles to prevent
NCDs and equips them with adaptive and positive behaviour to deal with
the challenges of everyday life. The manual details classroom-/school-level
activities for students of classes I–X (aged 5–15 years) through teachers as
facilitators. This intervention tool is to be implemented within the ambit of
the health-promoting school initiative of the World Health Organization.
These activities are designed to motivate students to take the corrective
measures needed to lead a healthy life.
Teachers are a vital component in implementing the intervention tool with

the help of the Facilitator’s manual. The manual contains six modules under
two major sections, i.e. promotion of a healthy lifestyle and prevention of
unhealthy behaviour. The modules included in the manual are: physical
activity; healthy diet; environmental pollution and protection; mental well-
being and suicide prevention; Internet addiction and bullying; and life skills.
These themes have been selected on a scientific basis, emphasizing the
increasing burden of NCD risk factors among the youth and their capability
to deal with day-to-day challenges.
This manual considers various theories of behaviour change and initiatives

taken in the WHO South-East Asia Region under the health-promoting
school programme. The intervention tool intends to update and further
augment the knowledge of teachers regarding health promotion in school-
based settings. Implementation of the module on life skills is to be done as
part of ongoing school health programmes at the country level.
iv Facilitator’s manual for schoolteachers

Acronyms
BMI body mass index
HFSS high fat sugar salt
HPN healthier populations and noncommunicable diseases
E Cigarettes electronic cigarettes
E waste electronic waste
NCDs noncommunicable diseases
NGO non-government organization
PM particulate matter
RTA road traffic accidents
RTI road traffic injury
WHO world health organization
Facilitator’s manual for schoolteachers v

vi Facilitator’s manual for schoolteachers
Message from Regional Director
Noncommunicable diseases (NCDs) kill almost 41 million people globally

every year and account for 71% of all deaths. In the WHO South-East Asia
Region, NCDs kill an estimated 8.5 million people annually, with 48% of all
NCD deaths in the Region premature. Tobacco use, harmful use of alcohol,
insufficient physical activity, unhealthy diet, and overweight and obesity are
important NCD risk factors. Since 2014, preventing and controlling NCDs
through cost-effective “best buys” has been one of the Region’s eight Flagship
Priority Programmes.
Promoting healthy behaviour in children is a proven way to reduce the NCD

burden. Many NCD-related behaviours and habits develop in childhood and
adolescence. Preventive interventions in the development phase often have
greater impact than interventions to reduce risk and restore health in adults.
WHO has for many years promoted school health programmes as a strategic
way to prevent health risks and engage the education sector. Since 1995,
WHO’s Global School Health Initiative has strengthened health promotion and
education activities at the local, national, regional and global levels. The aim
of the initiative is to increase the number of schools that can truly be called
“Health Promoting Schools”.
This Intervention Tool and Facilitator’s Manual builds on WHO’s work to

promote health in schools. Together the tool and manual provide guidance to
school teachers on implementing evidence-based interventions that prevent
NCD risk factors and imparting relevant life skills – including adaptive and
positive behaviour – to schoolchildren aged 5–15 years. This will increase
health promotion in schools and advance health and well-being for all.
I urge all countries to adopt, adapt and implement the Intervention Tool and
Facilitator’s Manual according to their needs. The evidence-based interventions
contained herein will help all children in the Region get the healthiest start
to life possible and reduce their risk of NCDs throughout the life-course. In
doing so, the tool and manual will help the Region achieve its Flagship Priority
on preventing and controlling NCDs while accelerating progress towards
Sustainable Development Goal 3. WHO will continue to support Member
States as they work to reduce the NCD burden and create a healthier, more
productive South-East Asia Region.
Dr Poonam Khetrapal Singh

World Health Organization
Regional Director
WHO South-East Asia Region
Facilitator’s manual for schoolteachers vii

Acknowledgments
GenNext - Exit NCDs: the school-level Intervention Tool and Facilitator’s Manual for the prevention
of NCD risk factors has been produced by the technical unit Tobacco Free Initiative (TFI) of the
Department of Healthier Populations and Noncommunicable Diseases (HPN) at the WHO Regional
Office for South-East Asia.
Dr Jagdish Kaur (Regional Adviser, Tobacco Free Initiative), provided the vision and concept for
the publication, and collaborated in its execution, under the overall guidance of Dr Thaksaphon
Thamarangsi (Director, HPN).
Dr Harshal R. Salve, Assistant Professor at the Centre for Community Medicine, All India Institute of
Medical Sciences, New Delhi, provided the contents to develop the Intervention Tool and Facilitator’s
Manual.
The publishers would like to thank Dr Pem Namgyal, Director of Programme Management, and Dr
Tjandra Yoga Aditama, Senior Adviser, at the WHO Regional Office for South-East Asia, for reviewing
this publication.
Valuable inputs were received from the following experts:
• Ms Karma Dechen, Deputy Chief Programme Officer, Ministry of Education, Royal Government
of Bhutan.
• Dr Areekul Puangsuwan, ASEAN University Network, Bangkok, Thailand.
• Dr Rekha Harish, Professor, Childhood Obesity & NCD Prevention, Jammu Medical College,
Jammu & Kashmir, India.
• Dr Harish K. Pemde, Director Professor of Paediatrics, Centre for Adolescent Health, Lady
Hardinge Medical College, Kalawati Saran Children’s Hospital, New Delhi, India.
• Ms Monika Arora, Executive Director, HRIDAY, New Delhi, India.
• Professor Suneela Garg, Department of Preventive and Social Medicine, Maulana Azad Medical
College, New Delhi, India.
• Professor Shridhar Dwivedi, Senior Consultant Cardiologist, National Heart Institute, New Delhi,
India.
• Dr Ajay Khera, Deputy Commissioner, Child Health Programme, Ministry of Health & Family
Welfare, Government of India.
• Professor Saroj Yadav, Dean, Academics, National Institute of Research, National Council of
Educational Research & Training, New Delhi, India.
• Mr Al Hilal Ahmed, Joint Secretary (Academics & Training), Central Board of Secondary Education,
New Delhi, India.
viii Facilitator’s manual for schoolteachers

• Dr Sachin Shinde, Director, Sangath/SEHER, New Delhi, India.
• Professor Amarjeet Singh, School of Public Health, Postgraduate Institute of Medical Education
& Research, Chandigarh, India.
WHO staff from the Regional Office and the Country Office for India also collaborated in the project
and provided useful technical inputs. They include:
• Dr Palitha Mahipala, former Coordinator, NCE,

• Dr Rajesh Mehta, Regional Adviser, Child & Adolescent Health,
• Dr Nazneen Anwar, Regional Adviser, Mental Health,
• Dr Padmini Angela de Silva, Regional Adviser, Nutrition for Health & Development,
• Dr Patanjali Nayar, Regional Adviser, Disability, Injury Prevention & Rehabilitation,
• Dr Gampo Dorji, Technical Officer (NCD),
• Dr Fikru Tesfaye Tullu, Team Leader (NCD),
• Dr Pradeep Joshi, National Professional Officer, Health Promotion & Social Determinants of
Health.
This publication was edited by the Documentation Unit at the Regional Office. Mr Ramachandra
B. Pokale, Chief Artist, Centre for Community Medicine, provided the graphics and designed the
modules.
Facilitator’s manual for schoolteachers ix

x
Facilitator’s manual for schoolteachers
Expert group meeting for development of the intervention tool at WHO SEARO, New Delhi, India
What are noncommunicable diseases?
Noncommunicable diseases (NCDs) are the leading causes of death globally and contribute in a
major way to disease burden in the 21st century. NCDs are health conditions that are not caused
by any infection and therefore are not transmitted from person to person. NCDs are chronic in
nature and stay with the patients for a long time, requiring lifelong treatment in most cases. If left
untreated, they can lead to further health complications and even early death. Common NCDs
include cardiovascular (heart) diseases, stroke, diabetes, chronic respiratory (lung) diseases, and
cancers. Mental health conditions are also non-infectious and common.
Fig. 1 Describes the major NCDs and their risk factors. Interventions to prevent NCD risk factors and
promote healthy lifestyles are essential for a healthy life.
Fig. 1. Major NCDs and their risk factors
Most of the risk factors for NCDs are preventable and are modifiable with the right approach. Attempts
to modify the behaviour-related risks for a healthy lifestyle must be targeted towards the young
population to get the maximum and desirable impact, as bad habits can be formed when young. Key
NCD risk factors are tobacco and alcohol use, physical inactivity, unhealthy diet and mental stress.
The current intervention tool focuses on promotion of a healthy lifestyle through physical activity,
healthy diet, mental well-being, environmental protection and prevention of substance use, suicide,
Internet addiction and bullying.
Facilitator’s manual for schoolteachers 1

Why is school the best setting for
promoting a healthy lifestyle?
Schools play an important role in the physical, mental and emotional development of children.
The important role of schools and teachers in the development of children and society at large is
undisputed.
School assembly in India
Schools provide opportunities for children to acquire new knowledge and skills to grow into healthy,
productive and capable future adults.
Several behavioural risk factors, such as an unhealthy diet, lack of physical activity, substance abuse
and tobacco and alcohol consumption, mental and emotional stress are prominent among young
children and adolescents. Many of these risk factors are known to make young children susceptible
to the development of NCDs in adulthood, finally leading to premature mortality and early death.
Children spend most of their active time in the school. Messages delivered by teachers in schools get
effectively registered in the minds and psyche of children as compared to other channels and means.
Schools contribute to promoting the health of students, staff, families and community members.
Teacher-driven interventions in school-based settings provide a good opportunity for making an
impact on the health of children and adolescents.
2 Facilitator’s manual for schoolteachers

What is a WHO health-promoting school (HPS)
initiative?
During the year 1998, WHO provided the concept of health-promoting schools under the Global
Health Initiative.
A health-promoting school is a setting where education and health programmes create

a “health-promoting” environment, which in turn promotes living, learning and working
conditions.
A health-promoting school strives to build health into all aspects of life at school and in the community.
It uses its full organizational and educational potential to promote healthy development of students,
staff, families and the community.
The key features of an HPS are mentioned in Fig. 2 below.
Health-
promoting
School
Engage Provide a Provide

healthy education safe, healthy skill-based
and community environment health education
leaders
Provide Improve
Improve the
access to health-promoting
health of the
health policy and
community
services practive
Fig. 2. Key features of a health-promoting school

The framework of an HPS provides guidance for implementation of the intervention to prevent NCD
risk factors in schools. We identified the actions to be taken to implement the intervention tool in a
holistic manner in schools. Domain-wise actions are described at teacher and school levels. Actions
are categorized as per domains such as environment, healthy diet, mental well-being and substance
use (Table 1).
Table 1. Actions to be taken for prevention of NCDs by schools
Domain Actions at teacher level Actions at school level

Enabling environment • Multi-stakeholder engagement • Ensuring infrastructure – toilet
• Organizing student fests, sports facility,
events girl-friendly spaces
• Special focus on games, sports • Referral linkages with hospitals
• Ensuring hobby classes • Award/reward system for teachers/

classroom for performance of
• Use of media/information health-promotion activities
technology (IT)
Healthy diet • Cultivating kitchen garden skills • Banning junk food in the canteen
• Celebrating healthy snack day in a
week
Mental well-being • Acquiring skills related to anxiety/ • Distress manager/focal person for
and substance use stress management, relationship- distress situations
prevention building • Tobacco-free school
• Talking about mental health • Zero tolerance policy for bullying
• Developing a teacher network
• Including mental well-being in
parent–teacher meetings/orientation
meetings for students
At the government level, the following actions can be taken to implement interventions for prevention
of NCD risk factors.
Government-/policy-level actions
• Putting health and well-being at the core of the education policy

• Integrating the NCD risk factor intervention into the existing school health programme
• Including health and wellness in the teachers’ training programme
• Including implementation of the NCD risk factor intervention in the school accreditation
system
• Implementing a star/grading system for schools based on their performance in the
NCD risk factor intervention.

Intervention tool for prevention of NCD risk factors
in schoolchildren
The objective of the facilitator’s manual is to assist teachers in implementing the intervention tool in
classroom settings. The teacher should go through this manual carefully before implementing the
intervention tool.
The GenNext – Exit NCDs intervention tool kit contains the following:
• Intervention tool booklet – either in the form of printed flipcharts or power-point presentation,
which should be shared with the students;
• Facilitator’s manual – to be used by the teacher for implementation of the intervention tool;
• Videos – to be shown in the classroom using audiovisual aids.
The intervention tool is applicable for students from Class I (approximate age 5 years) to Class X
(approximate age 15 years). The proposed duration of each session is 60 minutes, which can be
modified as per availability of time and convenience. Sessions should be scheduled so that at least
one session is completed per month.
The proposed structure of the session will be as follows (can be adapted as per country need):
Teacher’s intervention Exercise Video (optional) Feedback by students

of the topic using tool
booklet
10 min 20 min 5–10 min 5–10 min
The intervention tool is divided into two sections – promotion of healthy lifestyles and life skills.
Section I consists of seven modules on Promotion of healthy lifestyles. If the school administration
finds it useful, this section of the tool can be repeated for students aged 10–15 years. This section is
to be used for students from age 5 years to 10 years.
The facilitator’s manual enlists exercises to be carried out at the end of each module. Exercises are
customized as per the different age groups. Each exercise section describes the steps for carrying
out the exercise, mode and assessment of the exercise. Feedback on the exercise should also be
sought from the students during the subsequent session. A list of appropriate videos to be shown
at the end of each module is mentioned in the facilitator’s manual. The school can also use available
videos and other locally available and relevant material on health promotion.

Section II consists of ten modules on life skills education. This section is to be used for students aged
10–15 years. The proposed modules under this section are indicative only. The country can adapt this
module or continue to implement an already existing life-skills education programme in the schools.
Life-skills training is also included as part of an exercise in section I. Exercises for life-skills education
are based on group discussions, case studies and brainstorming. These exercises can be customized
as per need.
The details of the modules in each section and the number of sessions required for implementation
of each module are given below:
Section I. Promotion of a healthy lifestyle (for students aged 5–10 years)

S. no. Module Number of sessions
1.1 Physical activity 2
1.2 Healthy diet 2
1.3 Environmental pollution and protection 1
1.4 Injury prevention 1
1.5 Mental well-being and suicide prevention 1
1.6 Substance abuse (tobacco & alcohol) 1
1.7 Internet addiction and bullying 1
Section II: Life-skills education (for students aged 5–15 years)
2.1 Self-awareness 1
2.2 Empathy 1
2.3 Effective communication 1
2.4 Interpersonal relationships 1
2.5 Critical thinking 1
2.6 Creative thinking 1
2.7 Problem-solving 1
2.8 Decision-making 1
2.9 Managing emotions 1
2.10 Coping with stress 1
The steps for implementing each module in the intervention tool are described below:
Step Actions
Step 1 Give the intervention tool booklet to students.
Step 2 The teacher explains the respective modules using the facilitator’s manual. It should
preferably be an interactive discussion to engage students in the session.
Step 3 Carry out the activities at the end of each module as mentioned in the facilitator’s manual.
Step 4 Show the videos. Material available in the school may also be used. However, showing the
videos is more appealing and effective.
Step 5 Conduct assessment and feedback on the activities.

Section I: Promotion of healthy behaviours
1.1 Module: Physical activity
Learning objectives
• Explain the importance of physical activity for a healthy life.
• Improve physical strength and build stamina.
• Make students realize the importance of physical activity and develop habits to incorporate the
same in their daily routines.
• Help students develop a fitness goal.
Background
Physical activity involves any bodily movement that requires energy expenditure (burning calories).
When we walk, play, climb, dance, or even do routine household work like cleaning, we are physically
active. Depending on the energy required for these activities, physical activity can be of different
levels of intensity:
• Light
• Moderate
• Vigorous/severe.
Children should engage in regular moderate-to-vigorous physical activity for 60 minutes every day.
This reduces the risk of developing NCDs. It also helps them to develop active and healthy habits
and lifestyles.
Higher levels of physical activity (vigorous or strenuous activity) serve to increase fitness by increasing
the efficiency and endurance levels of the heart, lungs and muscles.
Why is physical activity important?
• It improves health and fitness.

• It enhances cognitive performance.
• It helps in psychological and social well-being.
• It decreases the risk of developing NCDs.
Physical activity can have immediate and long-term benefits. It improves overall health, reduces the
risk of developing several diseases and makes one feel alive, vibrant and energetic. It helps to be fit
and active to lead a healthy life.

Exercises for the Physical activity module
PA: 1 Participation in physical training class

Participants 5 years/Class I
Materials required Appropriate shoes, sneakers (can be performed in school uniform)
Mode Individual work
Life skill Empathy
Time required 40 minutes
How to perform the • The activity starts with a discussion on the importance of physical activity and
exercises being physically fit.
• The teacher will brief students about the exercise.
• Check to see if all your students are wearing appropriate shoes and are
comfortable.
• Start with a brief warm-up (like jumping jacks or jogging in place) before
performing these exercises.
• Light exercises – children doing light physical exercises breathe normally as they
do basic gross motor activities at a controlled pace.
• Sky reaches: do this three times.
• Stand up.
• Swing arms up to the sky.
• Rise up on your tippy toes.
• Reach for the sky while keeping your body tight.
• Hold for 15 seconds.
• Lower your heels and arms.
• Squat: do this 10 times slowly.
• Stand with your legs a little wider than shoulder-width apart.
• Hold your arms out in front of your body.
• Slowly bend your knees and squat down until your thighs are parallel to the floor.
• Rise up slowly.
• Hand walks: do this five times.
• Bend forward at your waist.
• Reach down and touch hands to the floor.
• Walk your hands out for a count of 8.
• Walk your hands to left for a count of 4.
• Walk your hands back to the centre for a count of 4.
• Walk your hands right for a count of 4.
• Walk your hands back to the centre for a count of 4.
• Walk your hands back for a count of 8.
The teacher can help improve test scores and student behaviour by incorporating
physical activity breaks into their daily classroom routine in between the teaching
sessions.
Assessment of the Taking attendance, participation, question–answers
exercise

PA: 2 Daily physical exercises
Participants 6 years/Class II
Materials required A-3 size paper, pen
Life skill Self-awareness
How to perform the exercises 1. The teacher will brief students about the exercises. Involve the
games and physical training teachers also.
2. The teacher needs to explain the importance of physical activity and
ask the students to practise repeatedly.
3. Physical activities involve performance of exercises that require
physical strength, flexibility and coordination.
4. Practical exercises include:
• running
• swimming
• jumping
• gymnastics
• using stairs
• brisk walking
• short races with friends
• skipping rope alone or using a jump rope in a group.
5. The teacher will engage students in physical activities and tell them
about the correct postures while sitting, walking, running and playing
locally popular field games.
Assessment of the exercise Participation in the session, teacher observation,

PA: 3 Holistic development
Participants 7 years/Class III
Materials required Mats
How to perform the exercise 1. The teacher will brief students about the exercise.
2. Yoga will form an integral part of the physical training (PT) class (one
period in a month). Breathing exercises will help students to become
more relaxed, calm and stress free. Students will be introduced to
deep breathing relaxing techniques.
Step1: Sit down with legs folded. Free your hands and lay your palms on
your thighs.
Step 2: Close your eyes and try to calm yourself.
Step 3: Take a deep breath in and then breathe out. Repeat this process
slowly at least 10 times.
Step 4: Now breathe through one nostril and release through the
other (by blocking one nostril with the thumb of one hand). Repeat this
process at least 10 times. Repeat this with the other nostril.
Show videos on yoga and deep breathing as indicated in the kit.
Assessment of the exercise Participation in the session and feedback
PA: 4 Well-being
Participants 8 years/Class IV
Materials required Outside camp arrangements
Mode Group work
Life skills Self-awareness, interpersonal relationships
Time required 3 hours
2. The school will organize an outing for the students. The teacher will
encourage students to participate in adventure activities like running,
trekking, rock climbing and other activities.
Alternatively, rope climbing, and different types of races and games can
be organized in the school playground.
Assessment of the exercise Participation in the session

PA: 5 BMI calculation
Participants 9 years/Class V
Materials required BMI worksheet
Life skill Empathy
2. BMI (body mass index) is a calculation that uses the height and
weight of a person to estimate how much body fat someone has.
Doctors use it to determine how appropriate a child’s weight is for a
certain height and age.
3. Have the students discuss in small groups ways by which they
can help their body grow tall and write these down. Topics would
focus on nutrition, balanced meals, food items, healthy foods that
are packed with vitamins and minerals, and exercises (for younger
students), which can be discussed in the class.
4. Ask the students to share their ideas with the class.
5. Discuss the importance of daily and regular exercise.
6. Measure the height and weight of the students and calculate the
BMI.
7. Conduct a health check-up on a monthly basis by the school nurse or
doctor.
Assessment of the exercise Submission of the form

PA: 6 Self-assessment
Participants 10 years/Class VI
Materials required Self-assessment form
Mode Individual
Life skills Self-awareness, decision-making
2. The easiest and most efficient way to do a regular formal assessment
is to provide criteria each day for students to do a daily self-
assessment and encourage them to do it regularly. The teacher will
grade the students as suggested below:
• WOW – You achieved the bonus challenge of the day (different
for each lesson).
• GOOD JOB – You followed all the physical exercise (PE)
expectations, used good sportsmanship and did your 100% best
in all the activities.
• KEEP ON TRYING – You got a warning from the teacher, you did
not do your best or didn’t use good sportsmanship during the
game.
• NEED MORE EFFORT – You had to go for time out and missed
some of the class time.
Assessment of the exercise Submission of the form
PA: 7 Physical activity and self-assessment
Participants 11–15 years/Classes VII–X
Materials required Self-assessment form and material required for outdoor activities
Mode Group
How to perform the exercises 1. The teacher will brief students about the exercises.
2. Participate in daily physical activity sessions in the school.
3. Assess your own physical activity (refer to exercise no. 6).
4. Monitor your BMI on a monthly basis (refer to exercise no. 2).
Assessment of the exercise Participation in the sessions and submission of the form

A list of suggested videos to be shown to support various activities:
S. no. Name Description Duration Links
1 Physical activity and This video explains about 5.20 min https://www.youtube.com/
kids: Let’s move it! health and fitness. watch?v=U4T8kXRVwTM
2 Early years – physical This video guides 1.02 min https://www.youtube.com/

activity tips for children on physical watch?v=pQyTuTioZUQ
children aged 5 years activity.
and under
3 How to get kids This video motivates 2.09 min https://www.youtube.com/

moving: expand, children to do exercise watch?v=SQYNFFiDUXs
extend and enhance or physical activity.
physical activity
opportunities
4 Exercise for children This video describes that 1.32 min https://www.youtube.com/
– factual reasons and parents should limit the watch?v=Ejbdzt2586A
tips to get moving time for television and
encourage their children
to exercise.
5 Physical activity in It discusses the benefits 2.35 min https://www.youtube.com/

schools of physical activity and watch?v=JJoyWK58CvY
introduces physical
literacy as an outcome of
physical activity.
6. Educating the This video highlights 2.40 min http://www.nationalacademies.

students how physical activity org/hmd/reports/2013/
and fitness affect health Educating-the-Student-Body-
outcomes, and what can Taking-Physical-Activity-and-
be done to help schools Physical-Education-to-School/
get kids to become more video.aspx
active.
7 Let’s be active for This video shows how 1.34 min https://www.youtube.com/
health for all (WHO) being physically active watch?v=uZX14W4rVCU
promotes health and
protects people from
cancers, diabetes, heart
disease and obesity.
8 Introduction to This video teaches 3.13 min https://www.youtube.com/

physical and health children and youth watch?v=_okRtLv-7Sk
literacy about the importance
of physical and health
literacy in a fun and
engaging way.

1.2 Module: Healthy diet
Learning objectives
• Help students recognize importance of healthy food items and diet.
• Identify healthy and unhealthy food items.
• Introduce students to the concept of the food pyramid and various food groups.
• Know the importance of a balanced diet and how deficiency of nutrients can lead to certain
diseases.
• Understand the connection between diet and disease and how certain diseases can be prevented
by a healthy diet and healthy practices.
Background
Eating an unhealthy diet is among the four risk factors responsible for the development of NCDs.
A healthy diet is important for children as it is the building block of growth and development into
a healthy adult. This module focuses on the right intake of food and nutrition, why it is essential to
make the right choices, and how to ensure healthy food items in a child’s diet through conducting
various activities in the classroom.
A healthy diet generates positive energy in children and influences their learning capacity. Appropriate
nutrition is essential for all body functions. At any age, a healthy and well-balanced diet is important
to stay healthy and active, and it is especially important during childhood and adolescence.
Why is a healthy diet important?
• Improves health and fitness

• Improves mental well-being
• Results in better scholastic performance
• Decreases the risk of NCDs.
Tips for ensuring healthy food choices:
• Start the day with a home-cooked wholesome breakfast regularly.

• Prefer fresh locally available fruits and vegetables.
• Eat foods rich in fibre like whole grains, cereals and their products, green vegetables.
• Consume fresh foods rather than packaged foods.
• Include milk and milk products in the diet.
• Avoid the intake of junk foods, e.g. chips, noodles, canned food, deep fried items, etc.
• Don’t skip meals.
• Avoid aerated drinks.
• Drink ample water.

How do I know if my weight is healthy?
Calculate your body mass index (BMI). BMI is a simple index of weight for height that is commonly
used to classify overweight and obesity
• Underweight <18.5
• Normal 18.5–24.9
• Overweight 25
• Obese ≥30
Exercises for the Healthy diet module
HD: 1 Know healthy and unhealthy food items
Materials required Bring from home (newspapers, empty packets)
2. This activity starts with a discussion on food items, and the difference
between healthy and unhealthy food items. The exercise should
focus on what items to limit and what to include in the daily diet.
3. Ask students to bring three to five samples of unhealthy food items
and three to five samples of healthy food items to school, which they
have consumed in the past week.
4. Ask students to paste the packets on a board in the classroom.
5. The teacher will explain the harmful effects of unhealthy food items
that they eat regularly by showing pictures.
Assessment of the exercise Participation and compilation of food item packets

HD: 2 My menu of the day
Materials required Magazines/newspapers, glue, scissors, chart papers, colours
Mode Group work
Life skills Critical thinking, decision-making
2. Ask students to make a chart of their “daily menu” by pasting
pictures of different food items consumed in a day, e.g. breakfast,
lunch, snacks, dinner.
3. After the chart is complete, tell them what the preferred menu
should be and put it up in the classroom or, if possible, distribute it
to the children in the form of handouts.
4. Assess the students’ understanding of healthy foods from time to
time simply by asking them to tell the class about what they ate the
previous day.
Assessment of the exercise Participation, rewards for best work
HD: 3 How much I eat daily
Materials required Paper sheets (A4 size) and pen/pencil
Life skills Decision-making, self-awareness
1. The teacher will brief students about the exercise.

2. The teacher will explain the importance of food items and what
food items to add and what items to remove from the diet.
3. Encourage students to eat a “balanced” diet.
4. Fruits and vegetables are high in vitamins, minerals and fibre, and
should form part of the daily diet.
5. Students are asked to think about what makes them healthy and
brainstorm these ideas as a class.
6. Physical, social and emotional health issues should form part of the
discussion.
7. It is important to highlight the fact that food is only one aspect of
being healthy, but it will be the focus for this activity.

HD: 3 How much I eat daily
How to perform the exercise 8. Ask students to act out how they feel when they have eaten, and
then how they feel when they have not eaten anything and are very
hungry.
9. Discuss the differences in how they feel. Students consider why we
need to eat food. They develop a class list working with a partner
and decide on the two or three most important reasons for why we
eat, e.g. to grow, to have energy, to be healthy, etc.
10. Important nutrients that every child should be getting daily:
Protein – meat, poultry, fish, eggs, nuts, beans, dairy products
Carbohydrates – breads, cereals, rice, crackers, pasta, potatoes
Fats – whole-milk dairy products, cooking oils, meat, fish, nuts
Calcium – milk, cheese, yoghurt, egg yolks, broccoli, spinach, tofu
Iron – meats, liver, poultry, shellfish, whole grains, beans, nuts, dates,
green leafy vegetables
Vitamin C – citrus fruits (such as oranges), strawberry, tomato, potato,
melon, cabbage, broccoli, cauliflower, spinach, papaya, mango
Vitamin A – carrot, sweet potatoes, apricot, spinach, broccoli, cabbage,
fish oils, egg yolk
Fibre – whole-grain cereals, chickpeas, lentils, kidney beans, seeds, nuts
Assessment of the exercise Submission of the paper, evaluation of papers for correct responses and
awarding the best submission
HD: 4 Nutritional value
Participants 8 years /Class IV
Materials required Ask students in advance to collect food labels from home and the
canteen and note down the information written on these
Life skill Critical thinking
2. Let students bring the gathered information to class.
3. Ask students to highlight important information displayed on the
food packets one by one and identify key information that is missing.
4. Students can be further encouraged to conduct a survey and
compare the nutritional value of a few fast food items with healthy
food items.
Assessment of the exercise Assessment of the response and rewarding the best submission

HD: 5 Consumed HFSS food items
Materials required Paper sheets (A4 size) and pen
2. The teacher will explain what high in fat, salt and sugar (HFSS) food
items are, and why they are harmful.
3. Teacher should use these headings (a) when,( b) where, and (c) who
(buys sugary and fatty foods) and why (they are bought) over the
period of a week.
4. Fatty and sugary foods and drinks – this is the food group that is
unhealthy for you. Can you list any of these foods? How often do you
eat these foods? Read and discuss the text together.
5. Do a class survey of foods and drinks from this group.
6. Organize it as follows:
• Each child is given a sheet to fill in for the week. Example: Name
of food (suggest a list); quantity consumed per week (state unit)
e.g. chocolate bars – 3 bars, packs of crisps – 2 packs, cola
(aerated) drinks – 3 cans/bottles, total – 8 units.
• Repeat this survey every month and note the change in attitudes
towards eating unhealthy food items.
Assessment of the exercise Participation in the exercise and reward for best performance

HD: 6 Prepare school canteen menu
Materials required Paper sheets (A4 size) and pen
Life skills Decision-making, critical thinking
2. Divide students into groups and ask them to prepare a healthy
canteen menu.
3. Keep the menu simple and realistic.
4. Give ideas for menu planning, modifying recipes, healthy
preparation methods, budgeting, safe food practices, and tips for
reducing waste.
5. Ask the groups to present the menu plan in the class, giving
justification for the selected items.
Assessment of the exercise Reward the best menu planner group
HD: 7 Assessment of weekly food consumption
Participants 11–15 years/Class VII–X
Life skill Decision-making
2. Ask students to recall food items consumed in the previous week.
3. Ask students to list out food items consumed in following categories:
a. Fruits and vegetables
b. Cereals
c. Milk products (cheese, yoghurt, butter)
d. Meat, fish and eggs
e. Packed food items
f. Food items cooked outside the home.
4. Ask students to write the approximate amount of food consumed in
each category (day-wise).
5. Appraise the pattern and amount of food items consumed by the
students.
Assessment of the exercise Participation

Suggested videos to be shown:
1 Healthy eating: an Food plays a huge 2.03 min https://www.youtube.com/

introduction for part in keeping watch?v=mMHVEFWNLMc
children aged 5–11 us healthy and so
years we need to make
sure we’re eating
a variety of foods
to get all the
right vitamins and
nutrients.
2 The food pyramid In this video we 4.03 min https://www.youtube.com/

Educational video are going to know watch?v=0KbA8pFW3tg
for kids everything about
the food pyramid.
If we eat healthy
and do exercise we
will grow strong
both mentally and
physically.
3 Nutrition, food Learn about the 12.07 min https://www.youtube.com/

pyramid, healthy foods you need to watch?v=O0T3EP4NEpI
eating, educational eat every day to be
healthy and strong.
Food pyramid
4 Good food & This video explains 6.08 min https://www.youtube.com/

healthy food the importance watch?v=Fjr4FHswKuA
of food for the
growing body
5 The importance of This video shows 10.21 min https://www.youtube.com/

healthy food that your kids watch?v=SdM7tbVvz7Y
can know the
importance of food.

1.3 Module: Environmental pollution and protection
Learning objectives
• Elucidate about environmental pollution and protection.
• Know about the causes of environmental pollution.
• Identify the harmful effects of air pollution on human beings, plants and animals.
• Learn about climate change and its impact on health.
Background
Environmental pollution occurs due to mixing of harmful substances in the environment.
Types of environmental pollution include:
• water pollution
• air pollution
• noise pollution
• soil pollution
• radioactive pollution.
Why is air pollution important?
• Air pollution is due to dust from construction activities, vehicular combustion, industrial emissions,
burning household fossil fuels, forest/bush fires, volcanic eruptions, etc.
• Air pollution is responsible for diseases and deaths due to heart diseases, lung diseases, cancers.
• Air pollution affects children more than adults.
• It has long-term effects on human health.
This module also touches upon climate change and its impact on health. During implementation of this
module, students should be encouraged to know about the environment-friendly and environment-
detrimental activities in their day-to-day routine. They should be encouraged to look at media reports
and news related to climate change and environmental pollution and actions being taken for the
same. Discussions on the ways in which our role and contribution can reduce environmental pollution
should be promoted on a regular basis.

Exercises for the Environmental pollution module
EP: 1 Drawing competition
Materials required Paper, colours, pencils
Life skill Creative thinking
2. Start class discussions regarding the pollution issue by asking
questions.
3. Encourage students to respond and share their views. Open
discussion allows the children to state their personal views or
experience of the topic.
4. Ask them about what actions can be taken to change the situation.
5. After this discussion, ask students to draw pictures of the causes of
pollution in the environment around them and the harmful effects of
pollution.
Assessment of the exercise Reward students for the best perspectives and drawing.

EP: 2 Tree plantation
Materials required Seeds/saplings, gardening tools, water sprayer, water
Mode Group work
Time required 1 hour
2. This activity should be performed outside the classroom in the
school grounds or garden.
3. Start the activity with a discussion on the benefits of growing trees
and planting and encourage them to plant.
4. Give children their own garden space. (This does not have to be
big. You can start with a large container, a few pots, empty bottles,
jars, etc.)
5. Use lightweight, easy-to-handle, correct-sized tools and garden
equipment.
6. Encourage children to dig in the dirt (younger children love making
mud pies).
7. Ask students to sow seeds/saplings in the soil and grow interesting
local plants (may be sunflower, corn, pumpkin, tomato or
strawberry).
8. Repeat this activity by engaging in group discussion once in three
months.
9. Encourage students to care for the plantation on a regular basis
with help from the school gardener.
10. Discuss the steps taken to ensure proper growth and survival of the
plants.
Assessment of the exercise Student participation, teacher observation, reward those whose plants
survive after a period of three months.

EP: 3 Water conservation
Materials required Bucket of water, spoon and mug
Mode Group work
2. Ask the children to stand in a line. A bucket full of water,
representing all the water on the earth, is kept at one end of the
line.
3. A mug of water is taken out. This represents the world’s fresh water.
4. A spoonful of water is then taken out of the mug and handed over
to the first student.
5. Each child is asked to quickly pass it on to the student standing
next to him/her till the spoon reaches the end of the line.
6. All the water from the spoon is usually spilled and wasted. The last
few participants thus get no water.
7. After this activity, initiate a discussion by asking students to narrate
various methods they are familiar with for conserving water.
8. Explain to them the importance of water, the limited fresh water
available for the world’s population, hardships faced by populations
who don’t have a regular water supply and the stress on water
conservation.
9. Explain how each one of us can help at the personal and
community levels to conserve water, which should be discussed
regularly.
10. The teacher can repeat this activity by engaging in group discussion
on rain water harvesting and water conservation, etc. once in three
months.
Assessment of the exercise Student participation, teacher observation

EP: 4 My environment
Materials required None
Mode Group work
Life skills Self-awareness, creative thinking
2. Start the activity with a discussion focusing on the various activities
that are carried on in the environment and later dividing them into
environment-protective and -polluting ones.
3. Take children to the nearby street (if possible), otherwise make them
move around in the school itself.
4. After 20 minutes, reassemble and ask each child to present one
activity that is protective for the environment and one that is
polluting the environment which they have observed. Write the
activities on the board or flipchart.
5. Discuss each activity in the class. Ask them how to prevent the
polluting activities and what can be done at the personal and
community levels.
6. Children can be encouraged to make charts of these activities for
display in the classroom and school.
Assessment of the exercise Submission on the paper/chart and reward the best ones

EP: 5 My home has….
Life skills Self-awareness, problem-solving
2. Ask children to find five objects that can be recycled and five that
cannot be recycled. Instruct them to bring that list to school.
3. Further brainstorm with them on the different ways in which non-
cycled things can be replaced by recycled ones.
4. The teacher should be prepared to answer questions like:
• What are the advantages of using recycled materials at home?
• Can I recycle my clothes? Who will help me do so?
• Can I recycle my books? How?
• How can one adopt methods to make society aware of using
recycled materials instead of materials that cannot be recycled?
(By campaigning, making posters and organizing a rally, etc.)
5. Children should be encouraged to form a bank of the objects
that can be recycled and bring those items to school. Parents and
nongovernmental organizations (NGOs) can be involved in this
activity.
Assessment of the exercise Submission on paper

EP: 6 Mobile application for air quality monitoring
Materials required Mobile with installed application
How to perform the exercise 1. The teacher will brief the students about the mobile application.
2. Divide students into two groups.
3. The teacher will show the application and explain it to them briefly.
4. Students will monitor air quality index (AQI) for a week and make a
chart.
5. Students will identify factors leading to air pollution at their
respective cities/towns/villages.
6. Conduct a debate on the steps to curb air pollution.
7. Teachers will help students to prepare a memorandum for the local
administration regarding AQI.
Suggested videos to be shown to students:
1 Air pollution – a Explain air pollution in 9.31 min https://www.youtube.com/

short documentary detail. watch?v=-3AciDHv4Q0
film
2 Save me | Short film What happens when 22.50 min https://www.youtube.com/

on environment | children come together to watch?v=m4POtracLSE&t=178s
Six Sigma Films save the tree from being
cut
3 Air pollution – This video tells the 10.01 min https://www.youtube.com/

causes & effects, difference between fresh watch?v=e35xZ2C4x3w
air quality index, air and polluted air.
educational videos Lesson includes practical
& lessons for exercises.
children, kids
4 Street play on “save It describes different types 4.25 min https://www.youtube.com/

the environment” of pollution. watch?v=MUowh4QSoOY
5 Air pollution in Explains the concept, 8.08 min https://www.youtube.com/

India causes, effects, prevention watch?v=3sC5u8GyZe
and control measures

1.4 Module: Injury prevention
Learning objectives
• Gain knowledge and understanding of road traffic.
• Develop an understanding of their own responsibility for keeping themselves safe.
• Raise awareness about the risk factors for and impacts of child injuries.
• Develop a responsible attitude toward their own safety and the safety of others.
Background
Children all around the world have a right to a safe environment and protection from injury and
all forms of violence. The institutions, services and facilities responsible for the care or protection
of children should conform to established standards, particularly in the areas of safety and health.
Safeguarding these rights everywhere is not easy, but it can be achieved by concerted action.
Children are exposed to hazards and risks in their daily lives and are vulnerable everywhere to the
same types of injuries.
Exercises for the Injury prevention module
IP: 1 Brainstorm: identifying behaviour that can prevent injuries
Materials required Chalkboard and chalk or flipchart and marker; pictures of unsafe and
safe behaviours related to injury prevention (to be made in class)
How to perform the exercise 1. The teacher will brief children about the exercise.
2. In the large group, ask learners to brainstorm behaviours that can
help prevent or lessen the harm from injuries on roads. Write the
responses on a chalkboard or flipchart. Examples may include the
following:
• Wear a seat belt in the car.
• Do not distract the driver in a car.
• Before crossing a road, stop, carefully look both ways and
then cross.
• Walk across roads. Do not run across.
• When walking on roads after dark, wear bright-coloured clothes
so that drivers can see you.
• Wear a helmet when riding a bicycle/motorcycle.
• Never jump a red traffic light.
• Don’t cycle on roads with high-speed vehicles.

IP: 1 Brainstorm: identifying behaviour that can prevent injuries
3. Show pictures of some of the unsafe and safe behaviours.

4. Ask learners to brainstorm behaviours that can help prevent or lessen
harm from injuries at school. Write the responses on a chalkboard or
flipchart. Examples might include the following:
• Inside school buildings:
◊ Walk. Do not run.
◊ Do not play rough, especially near furniture.
• Do not play with school furniture.
• Do not run on the stairs, don’t push others on the stairs.
• On the playground:
◊ Watch out for broken objects such as glass.
◊ Play carefully with playground equipment. Do not jump off
from high walls.
◊ Do not push others around.
• Do not hit anyone with any sports object or material
while playing.
• Do not jump over the fence or school boundary.
5. Show pictures of unsafe and safe behaviours.
IP: 2 Recognizing the signs and signals of safety
2. Teacher discusses with students – how do we know if something is
dangerous if there is no adult around? Is there something that might
help to tell us what to do?
• Brainstorm a list of safety signs and signals (as a class).
• Each student will make a safety sign.
• Discuss about safety signs on the road, swimming pool, school
building, lift, etc.
• Ideally, the constructed signs would be used in a follow-up
activity to assess a student’s comprehension of the sign’s meaning
(such as a more complicated version of red light, green light).

IP: 3 Personal assessment: “my dangerous behaviour on the roads”
Materials required Copy of worksheet, pencils or pens
Life skills Decision-making, critical thinking
2. Hand out a copy of “My dangerous behaviour on the road”
worksheet to each student.
3. Ask students to write on their copy of the worksheet each risky thing
they do that is related to safety on the roads and safety at school.
Also ask them to write how often they do each of these things,
for example, several times a day, once a day, once a week, once a
month, or never.
4. Next, ask students to write each risky thing they do that is related
to safety on the roads and safety at school that they want to stop
doing.
5. Reconvene the large group and ask students to share what they
wrote. Then ask students to discuss any challenges they might face
in making these changes and how they will deal with them. Examples
of challenges might include the following:
• Peer pressure to not wear a seat belt or to run around in the
school building
• Forgetting to wear bright-coloured clothes when walking on a
road in the dark or at night
• Not wearing helmets while cycling
• Non-functional traffic lights or absence of safety signages on the
road, in the school.

IP: 4 Safety games
Materials required Green and red circles, wooden spatulas, glue or pasting material
2. Give out one red circle and one green circle to each child. Glue
circles at one end of the wooden spatulas, one circle on each side,
allowing room for the child’s hand to grip the spatula.
3. Tell students “boys and girls, we will now play a safety game. This is
the way to play the game. If I tell you a safety story that is safe, show
me the green sign for GO to say it is OK. If I tell you a safety story
that is not safe, show me the red sign for STOP to say it is not OK.”
4. “Do you understand how to play? Let’s begin.”
“A child came running into the classroom and ran into a desk. Is this
being safe?” (Children hold up their signs after each story. You will
know who does/does not understand.)
“A child is holding an adult’s hand while crossing the street. Is this
being safe?”
“A child is playing ball outside and the ball rolls into the street. The
child goes after it. Is this safe?”
“It is after school and a child’s mom is waiting in the car. The child
sees the car and runs in between the parked cars towards his/her
mom. Is this safe?”
“The traffic signal just turned green, the child runs to cross the road,
is it safe?”
“An announcement has been made to gather in the playground for
an event. Your classroom is on the second floor. Everyone rushes
downstairs as a crowd pushing each other. Is it safe?”
“Can anyone share a safety story?” (encourage children to share
stories…)
Assessment of the exercise Students participation, teacher observation, completing the story, award
for best story or best response

IP: 5 Dangerous behaviour exercise
Materials required Copy of the “dangerous behaviour exercise”, flipchart or chalkboard,

pencils/pen
How to perform the exercise 1. Divide students into small groups of 3 or 4 each. Hand out a copy of
the worksheet “risky behaviour exercise” to each student (teachers
can modify or add the examples of risky behaviour as per the need
and situation).
2. Ask students to connect the appropriate risky behaviour in the left-
hand column with the negative result it can cause in the right-hand
column by drawing a line between them.
3. Reconvene the large group and discuss the exercise. Have a large
copy of the “risky behaviour exercise” written on a flipchart or chalk
board so that you can draw lines between the behaviour and the
results as the students say them one by one.
4. Ask students to discuss why people indulge in such risky behaviour.
Examples include the following:
• Peer pressure
• To impress others
• To have fun or feel good
• Curiosity
• Do not know the negative results
• To defy authorities.
5. Ask students to discuss what might make it easier to change their
behaviour so that they do not indulge in risky behaviours. Examples
include the following:
• Learn how to resist peer pressure or how to say no to the
challenges thrown by the peer group.
• Understand the negative results of dangerous behaviour and that
such results are more important than following your peers, having
fun or defying authority. You will face the consequences and
suffer and not those who pressurize you.
Suggested dangerous behaviours exercise
Instructions: Draw a line from the risky behaviour in the left-hand
column to the possible negative result of doing the behaviour listed in
right-hand column.

IP: 5 Dangerous behaviour exercise
How to perform the exercise Types of dangerous behaviour Possible negative results
Riding in a car without a seat belt Get injured after a fall or pierced
shoes
Running in and out of the Get injured seriously

classroom
Wearing dark clothes when walking Get hurt in case of sudden brakes
on a road after dark or an accident
Jumping around in a car Get hurt by banging against the

furniture or fall
Running across the road without Get hurt or injured seriously in a

looking first road traffic accident
Playing with broken glass on the Distracting the driver, can get
playground involved in an accident
Playing rough in the classroom Get hit by a vehicle
Jumping off playground Get hurt by banging against the

equipment from a height furniture or door


IP: 6 Quiz
Materials required Worksheets
Mode Group
How to perform the exercise The teacher will brief students about the exercise.
Instruction: make the correct statement bold
1. Where should you stand before crossing the road?
a) On the road
b) Behind a car
c) On the pavement, just behind the curb
d) On the pavement where the drivers can’t see
2. When should you wear a helmet?
a) While cycling
b) While driving a two-wheeler (motorbike, scooter)
c) Never
d) While cycling and driving a two-wheeler
3. You should wear a seatbelt because
a) It is cool to wear one.
b) It protects you in case of a sudden brake applied or
an accident.
c) You can be fined for not wearing it.
d) So that the cops don’t catch you
4. At a crossing, what does a flashing yellow light mean? (please check
with the national traffic laws and modify accordingly)
a) Cross with care.
b) Quickly cross while you have time.
c) Wait and do not start crossing.
d) Walk slowly across the road.
5. Where is the safest place to cross a road?
a) Bus stop
b) Corner
c) Zebra crossing
d) Behind parked cars
6. What three things should you always do before crossing the road?
a) Stop, look, listen.
b) Stop, blink, jog.
c) Stop, jog, listen.
d) Stop, look, run.

IP: 6 Quiz
7. What is the colour or cross code that you should follow?

a) Red
b) Yellow
c) Green
d) Blue
8. What does a yellow (amber) traffic light really mean?
a) Slow down.
b) Stop if it’s safe to do so.
c) Caution
d) Speed up because the red light’s coming.
9. What should you do as a passenger in a car?
a) Sing loudly and play.
b) Talk nonstop to the driver.
c) Sit quietly and let the driver concentrate on the road.
d) Encourage the driver to use their mobile phone to call
someone for you.
10. Why isn’t it a good idea to text message while you are walking
somewhere?
a) You might accidently type the wrong thing.
b) It is difficult to type while walking.
c) You might send the message to the wrong person.
d) You might walk into the road or a rail track without
noticing and get hit by a vehicle/train.
1 Road safety lessons This video explains the rules of the 6.56 min https://www.youtube.com/
for children road and traffic guidelines to kids. watch?v=r7ht0d6pIfs
2 Child safety This video shows injury prevention. 1.16 min https://www.youtube.com/
campaign: electric watch?v=SmG1qSR2qaM
shock injuries tips
3 Preventing This video explains prevention of 3.04 min https://www.youtube.com/

poisoning in poisoning. watch?v=JQob-pwLZJ8
children
4 Preventing burns This video explains the precautions 2.17 min https://www.youtube.com/
and scalds in to be taken to avoid burns and watch?v=82npFu8ue-Q
children scalds.
5. Preventing falls in This video explains the preventive 1.32 min https://www.youtube.com/
children measures to prevent children from watch?v=9kHhTus2Vdg
falling.

1.5 Module: Mental well-being and suicide prevention
Learning objectives
• Encourage the application of mental health knowledge in overall health and social development.
• Identify the physical effects of stress on the body.
• Understand suicide, including prevention of risk factors and warning signs.
Background
Mental health problems are one of the most neglected issues globally. Mental disorders and resulting
deaths and disability have increased manifold in recent years. A considerable proportion of children
and adolescents have mental health problems ranging from anxiety, depression to severe mental
illness.
Children with mental health disorders face major challenges with stigma, isolation and discrimination,
fears, as well as lack of access to health care and education facilities. This is a clear violation of their
fundamental human rights. Poor mental health can have effects on the wider health and development
of children and adolescents.
It is important to recognize and address persons with mental illness. They constitute a vulnerable
section of the society and are subject to discrimination. Families bear disproportionate financial,
physical, mental, emotional and social burdens in providing treatment and care to those suffering
from mental illness/disorders.
Mental illness results in the following:
• Stress
• Anxiety disorders
• Depression
• Suicidal tendency/suicide.
This module also talks about identification of the early signs of suicidal tendencies and how to
deal with suicide-prone behaviour. Use anecdotes, motivational stories and guest lectures of both
successful alumni of the school during module exercises. In a nutshell, this module intends to support
the foundation of a happy and worry-free lifestyle among school students. Teachers, particularly those
teaching higher classes, can consider introduction of common mental disorders such as depression
and anxiety. Introduction of mind relaxation techniques such as deep breathing exercises, mediation
and yoga, etc. can be considered.

Exercises for the Mental well-being module
MW: 1 Celebrate mental well-being week
Participants 9–10 years/Classes V, VI
Mode Group work
Life skill Team-building
Time required 40 minutes per day all seven days of the week (one)
2. Assign one week with at least 40 minutes in a day for the exercise.
3. Activities to be carried out in a group are as follows:
Week day Activities to be done
Monday – Connect – Reach out to classmates and students

in the school bus.
– Connect with friends in the school
canteen or playground.
– Be proactive during the school
assembly.
– Be more conscious of the people
around you in school and at home.
– Make a list of all the people you
interacted with during the day.
Tuesday – Get active Sports-related activities – children should

be given more time to play outdoor
games.
Wednesday – Be mindful Yoga, meditation, breathing exercises

to be conducted in the classroom and
playground
Thursday – Keep learning Quiz, podcast – for mental alertness and

group learning
Friday – Share Community-based social activities – can

contact local NGOs. Children should be
encouraged to donate their extra books,
clothes, toys to the lesser privileged.

MW: 2 Your hobbies
Participants 11–12 years/Classes VII, VIII
Materials required Paper sheets (A4 size) and pen/pencils
2. Ask students about their hobbies and perform some activities in
the classroom like dancing, singing, art, reading story books, etc.
Gardening, etc. can be undertaken in the school garden.
3. Explain how the hobbies are beneficial for overcoming stress.
4. Hobbies help with mental health and well-being as given below:
a) Direct benefits:
• Focusing on the task at hand
• Physical exercise (in the case of sports, dancing,
gardening, etc.)
• Creative freedom
• Control over how you spend your time (time management).
b) Indirect benefits:
• Involvement with communities (sharing, participation and
engagement)
• Accomplishing goals
• New experiences (like going somewhere new, learning,
making new friends, acquiring knowledge)
• Sense of purpose.
Assessment of the exercise Submission of the paper, award best participants

MW: 3 What causes stress?
Participants 13–14 years/Class IX, X
Life skill Managing emotions
• The teacher will explain the common causes of stress faced by
the students and how to overcome them.
• Fear of failure
• More responsibilities
• Social/peer pressure
• Fear about the future
• Competition.
What you can do:
• Ask students to build capacity to recover from a difficult situation
and see failure as an opportunity to develop strengths.
• Tell students that a feeling of uncertainty or worrying about the
future is normal and everyone faces this at this stage of life.
• Ongoing stress can lead to anxiety and depression, so it’s good
to know the warning signs.
• It is important to seek help; don’t keep the feelings to yourself.
Reach out to friends, family and schoolteachers/counsellor.
• Encourage students to speak out if they encounter such
emotions. Ask students to make a list of their various emotions,
the stressful situations they encounter in their day-to-day life and
what they do to manage such situations.

MW: 4 Practise pranayama and yoga
Participants 10–15 years/Classes VI–X
Materials required Videos
Mode Group work
Life skills Self-awareness, coping with stress
Time required 1 hour
2. Arrange for a physical trainer or a yoga instructor in the PT class (one
period in a month). Students should also be taught to perform deep
breathing exercises and relaxation techniques to remain calm and
stress free.
3. Students can perform these exercises and share their experiences
(in getting rid of stressful situations and remaining calm) in the class.
They may also be encouraged to share their individual ways of
dealing with stressful situations at school, home or in the community.
What worked for them?
S.no. Name of the video Description Duration Links
1. One step closer Person attempted 13.17 min https://www.youtube.com/

(mental illness short suicide because of watch?v=OwXWUt9xSWk
film) depression
2 WHO: Providing Schizophrenic patient 12.34 min https://www.youtube.com/

“quality rights” in (human rights, quality watch?v=phd_PoHuL9c
mental health services rights)
(Gujarat, India)
3 Why improve mental This animation 2.05 min https://www.youtube.com/

health in schools? explains how building watch?v=s_w6VcOIO8A
protective factors in
the classroom can
help students with
risk factors in and
outside of the school
grounds.
4 Talking mental health Animation movie on 5.27 min https://www.youtube.com/

why different people watch?v=nCrjevx3-Js
have different feelings
(children)

S.no. Name of the video Description Duration Links
5 Reach out: a film This video is about 2.31 min https://www.youtube.com/

about mental health mental illness. watch?v=JvSryN0buIE
awareness
6 How to spot mental Mental health 5.07 min https://www.youtube.com/

illness conditions and watch?v=FB49AezFJxs
signs of anxiety are
highlighted.
7 School-link: caring Emphasis on 2.29 min https://www.youtube.com/

for the mental health improving the mental watch?v=kmSinPMVU2U
needs of children and health, well-being and
young people resilience of children
and young people
8. Managing stress – brain All about how to 2.23 min https://www.youtube.com/

smart – BBC tackle stress watch?v=hnpQrMqDoqE
9 Stress management Defining stress 7.06 min https://www.youtube.com/

management watch?v=-AC1cNikArw
10 Stress management Strategies for stress 5.05 min https://www.youtube.com/

strategies: ways to management watch?v=0fL-pn80s-c
unwind
1.6 Module: Substance abuse (tobacco and alcohol)

Learning objectives
• Understanding various types of tobacco and alcohol use
• Gaining knowledge about the harmful effects of substance abuse
• Identifying and accessing the safety net for support to stay away from substance abuse.
Background
Substance abuse is the harmful use of substances (like drugs, tobacco, alcohol, etc.) for non- medical
purposes. Eighty per cent of the world’s smokers live in low- and middle-income countries like India.
In the South-East Asian Region, young and middle-aged adults are becoming more affected by
tobacco use during the productive phase of their lives. Smoking brings diseases not just to the user
but also to their family through exposure to second-hand smoke. The tobacco industry is luring youth
through new flavoured products such as sheesha (hukka, gudguda) and ENDS (electronic nicotine
delivery devices or e-cigarettes). Many young people try these products for experimentation and
get addicted to them. Tobacco use drives families into poverty as the money spent on tobacco
products can be better spent on health, education, clothes and meeting other essential needs.
Tobacco smoke contains more than 7000 harmful chemicals, including 69 cancer-causing agents.
Tobacco contains nicotine, which is one of the most highly addictive substances. Tobacco use affects

all parts of the human body and leads to cancers, diseases of the heart, lungs, diabetes, oral cavity
and other organs. According to WHO, alcohol consumption is related to 200 diseases and injury
conditions. The diseases include many types of cancers, diabetes, heart diseases and cirrhosis of the
liver. Alcohol use also leads to many domestic problems, increased road traffic injuries and addiction.
Young people are at the age of discovering themselves and others, and have time for experimenting
with adult behaviours. However, they often lack knowledge or understanding of the risks associated
with indulging in such behaviour at their age. Parents, peers, TV personalities, sports stars who use
substances serve as role models for the young generation to experiment with harmful substances.
Negative consequences of substance abuse:
• Physical consequences: trauma (falls, road accidents, involvement in a brawl, etc.)

• Interpersonal and social consequences: family tensions/violence, parental absence, learning
difficulties, absenteeism from school, social withdrawal, etc.
• Psychosocial consequences: feelings of anxiety, depression, memory and concentration
problems, and suicide.
Why do young people drink alcohol?
Alcohol abuse is a long-drawn process. It needs to be emphasized to the students that alcohol
abuse starts with experimentation mostly and ultimately becomes habit-forming and an addiction.
Hence, experimenting with alcohol should be discouraged. The pressure from peers can be handled
with the ability to say “no”, which is achieved through appropriate life skills.

Process of alcohol abuse
Exercises for Substance abuse module
SA: 1 Role-play
Materials required Script of role-play
Mode Group work
How to perform the exercise The teacher will brief students about the exercise.
1. Set the stage. Before class, prepare a list of at least five tobacco-
and five alcohol-related scenarios for your students to conduct the
role-play. They should be situations that your students could find
themselves facing at home/community or school. You only need to
write the opening statements, like:
Hey, come on, look what I’ve got. A whole pack of cigarettes and my
mom’s lighter!
I love the smell of this new cigarette. Don’t you?
Hey, buddy, I want you to try this new pouch (tobacco). Absolutely
new flavour. This will help you relax. You seem nervous.
Hi girls! Have you tried the new sheesha/hukka bar on the Park street
restaurant (or City Mall)? They allow youngsters and the flavours are
absolutely mind-boggling….
Get some fellow teachers to help you create these scenarios and
add to the ideas. Run the list by some young people to make sure
the wording will vibe with your students. Cut your written sheet into
individual slips and place them in a can.
2. You’re the “bad guy”. Select a student to pick a slip of paper
and hand it to you. You start off the conversation by reading this
sentence on the paper, in a “bad guy” tone of voice. Be sure that
you’re not teaching the kids how to be bad. Try and make the “bad
guy” sound a little bit stupid, not the kind of person they would want
to emulate.
The student then – in his or her own words – refuses the offer. If
students find it relatively easy to say no, try pressuring them. Make
it difficult for them to find a way out. Counter their arguments with
counter-arguments to make it just as tough as any situation they
might encounter in real life. Before they feel overwhelmed, however,
it is important for you as the bad guy to back off. Even acknowledge
that their refusals worked.
In case a student volunteers, he or she can also play the role of the
“bad guy”.

SA: 1 Role-play
How to perform the exercise 3. “Just say no” and mean It. There are several keys to teach students
about effective refusal. Most important is to say “no” and mean it.
The next most important step is to say “no” and mean it again and
again and again. Teach the children that they can, but they don’t
have to, give a reason always.
That stuff makes you an addict.
Cigarettes make your breath smell.
You don’t want to be known as a smoker.
You don’t want to be an embarrassment to the school.
Alcohol is full of empty calories and has been shown to make you fat.
It ruins your health and reputation.
The important thing is for the students to realize that they can say
“no” and still be cool.
4. Then what? If the student is with a friend, he or she should suggest
some other fun activities to do.
Hey, I’m going to ride my bike to the mall. Want to come?
How about a table-tennis match this evening?
Want to give chess a try?
Have you listened to the new track?
Let’s all watch the new movie at my place.
5. When “no” is not enough. Teach students what to do if the person
continues to heckle them. Have them look the person in the eye,
say the name of the person, and say “no” one more time loud and
clear. Then leave. Teach them, whenever possible, in every case, to
get out of there and alert a trusted adult or peer right away. Report
immediately if the person resorts to bullying.
6. Let students take over. After practising several of these scenes,
students may ask to take over the role of the bad guy. No problem.
Let students play both sides in the temptation/refusal struggle. If a
student is having trouble, let him or her call on another student for
help. With each practice, you’ll see students’ refusal skills develop
and their confidence build up.
7. Finale. Students will want to play the tobacco/alcohol refusal role-
playing game again and again, and if you have time, let them.
Sometimes, when the class feels very confident in their ability to
refuse drugs, let the whole class join in at once. Pretend to be a drug
user and start off with a statement like; hey buddy! Are you a game
for the new thing? It just arrived and is driving everyone crazy…..
Assessment of the exercise Student participation, teacher observation and award the best
performers

SA: 2 Saying no
Participants 12 years/Class VII
Materials required Pen/pencil, worksheets
Mode Group work
2. Start the discussion by asking for possible reasons why students
engage in tobacco/alcohol abuse, focusing on peer pressure tactics
and discuss how to deal with peer pressure tactics. List the reasons
on the blackboard.
• Divide the class into four groups and give each group a
role-play mentioned below.
• Ask them to use the skills they have learnt so far such as
communication, refusal, etc. to enact the role-play.
Situation 1: A group of kids that you have always wanted to be friends
with have started being nice to you. One day they are going to bunk
school and want you to come. You don’t really want to bunk school, but
you do want to be friends with them and not make them unhappy.
Situation 2: A friend from school asks you to accompany him/her to the
market. Once there, your friend buys a cigarette from the shop/store
and lights it up. Your friend then asks you to try a cigarette. You hate the
smell of smoke, but your friend says you should just try it at least once.
Situation 3: A senior from school invites you to attend a party at his
house. When you reach the party venue, you discover that some of
them are drinking alcohol mixed in the soft drinks. One of them offers
you a drink and when you refuse, he makes fun of you and calls you a
baby.
Situation 4: Exams are around the corner and you are very stressed, as
you have not finished your revision. You are finding it very difficult to
concentrate because of high levels of anxiety. When you mention this in
school, one of your classmates tells you that sometimes when she sniffs
paint thinner, it calms her nerves. It helps her finish her revision. She
asks you to try it sometimes.
Debrief
• After each role-play do a debriefing session to discuss the situation.
• Ask the other groups if they have been or know of anyone who has
been in a similar situation as described in the role-play. How did it
feel?
• Ask them to identify the communication style that was adopted by
the different actors in the role-play.
• Ask them to list the positive things that were said during the role-
play by the different characters.

SA: 2 Saying no
How to perform the exercise • Ask them to list the negative things that were said or negative
behaviour that was displayed during the role-play by different
characters.
• Ask if any different/additional strategies could have also been used
to avoid peer pressure.
Final debriefing
We often hear about negative peer pressure, such as friends telling
friends to try cigarettes (also products like e-cigarettes/sheesha), drugs
or alcohol. It is important that you make these decisions yourself based
on your knowledge, character and family values. Don’t be influenced
by others to do something that you feel is not right or fair. But peer
pressure isn’t always bad. Friends can also encourage and inspire friends
to do great things. Give some examples of positive peer pressure and
wrap up the session by encouraging them to adopt these. Try to be
in the company of those who stay away from harmful substance use.
Promote positive aspects and the strengths of this group.
Assessment of the exercise Student participation, teacher observation. Award the best-performing
group.
SA: 3 Poison puzzle
Participants 13 years/Class VIII
Materials required Pen/pencil, puzzles, worksheets
Mode Group work
Life skills Decision-making, creative thinking
2. Ask for volunteers from the class.
• Distribute the puzzle packets to the volunteers at the beginning
of the class. Each volunteer can be designated as a “peer leader”
and will get one set each of the “crooked cigarettes” and “sneaky
smokeless tobacco” (optional) puzzles for their groups.
• Pick two students to read the script (A and B) and ask students to
follow the instructions.
• Lead a short class discussion on some of the ingredients found
in tobacco. Tell students that they will be learning about some of
the ingredients found in tobacco, including smokeless tobacco.
All forms of tobacco, including smokeless tobacco, cigarettes,
bidis (also products like e-cigarettes, sheesha/hookah), contain
several chemicals that are harmful to your health – not just after
long-term use but even when used for a short period or even
once.

SA: 3 Poison puzzle
How to perform the exercise • First, ask the students what they already know about this topic.
Encourage them to come out with all that they know, myths,
stories, etc. Ask students if they know what ingredients are
present in tobacco. Write these on the blackboard. The right
answers can be ticked at the end of the exercise. If the students
are unable to name any of the ingredients, introduce them to
some (refer to the tables below). Tell the students that many of
these ingredients are poisonous and very harmful, and can be
found in other common products that are harmful to human
health.
• Now divide the class into small working groups with the help
of the peer leaders to learn more about these harmful and
poisonous ingredients by doing some fun puzzles.
• Students will work under the guidance of their peer leaders to
complete the two puzzles by matching the poisonous ingredients
with the common products. Supervise the peer leaders as they
facilitate the small group activity by the working groups.
• After completing the puzzle, students will complete the
worksheet to reinforce the contents of the two puzzles. Bring the
small groups back together as a full class.
• Wrap up the activity by telling students that tobacco has many
harmful ingredients that have negative health consequences.
The most obvious effects of these ingredients are lung and heart
diseases, stroke, diabetes and cancers. Tobacco affects almost
all organs of the human body. These ingredients affect persons
of all ages as soon as they begin to use tobacco or get exposed
to tobacco smoke (from someone else’s smoke). Tobacco use
weakens the overall immunity of the body and makes you
vulnerable to many diseases as compared to those who do
not use tobacco. Tobacco is also harmful for the family and the
national economy. Money wasted on buying tobacco can be used
for food, clothes, education and other needs. Tobacco affects
the environment. Many trees are cut to grow a tobacco crop.
Cigarettes butts pollute the environment, including the oceans,
and are non-biodegradable.
SCRIPT 1
Student A: Hello friends! You know tobacco kills more than 7 million
people each year worldwide. Have you ever thought about the fact that
tobacco smoke contains more than 7000 chemicals and many of these
are capable of causing cancer? I always think about the ingredients
present in tobacco products that make these so dangerous to our
health.
Student B: Yes A, I too have been thinking about it. I was worried to
know that tobacco kills nearly half of its users due to various diseases.
So, I decided to ask our family doctor about this. She told me that
tobacco contains many poisonous ingredients and all tobacco products
such as cigarettes, smokeless tobacco and e-cigarettes/sheesha have
many harmful constituents.

SA: 3 Poison puzzle
How to perform the exercise Did you know that the harmful and poisonous contents of cigarettes are
also present in other products like rat poison, toilet cleaners, sewer gas,
insecticides, paint and car batteries?
SCRIPT 2
Student A: Till today, I did not realize that what people smoke or chew
as tobacco is indeed so harmful! I did not know that the ingredients
used in rat poison, insecticides, naphthalene balls, sewer gas and other
poisonous substances are also present in tobacco products, which
people consume so often. I am sure that the people who smoke or
chew tobacco are not aware about these facts, otherwise they would
never harm their bodies by consuming these harmful and poisonous
substances.
Student B: That’s right, A. It’s important to never start using tobacco as
these harmful ingredients really do begin to hurt us right away. At the
same time, it is important to stay away from other smokers’ tobacco
use. Thanks for your help.
SA: 4 Poster competition
Participants 14 years/Class IX
Materials required A-3 size paper, colours, pencils
2. First, the teacher will discuss the harmful effects of substance abuse.
3. Divide the class into groups of three or four students.
4. Instruct the students to create a poster using their imagination.
5. The teacher will give words related to the topic and ask the students
to prepare a poster.
6. Each group can be given a subtopic and will need to decide what
their poster would focus on.
7. Students in each group will brainstorm and decide the final theme
for the poster of their respective group.
8. Students will present the poster in class.
9. Teachers will be able to both test the students’ knowledge and know
if they have misunderstood any concept.
Assessment of the exercise Rewarding the group that presents the best poster

SA: 5 Quiz: harms of tobacco
Participants 15 years/Class X
Materials required Blackboard, chalk, quiz questions, some pictures/cards of the harmful
effects of tobacco, paper
Mode Group work
Life skills Critical thinking, problem-solving
One day before the exercise
Ask students to revise their knowledge about the harmful effects of
tobacco from what they had learnt in class and to be prepared. The
teacher will take prints of some popular tobacco products and their
harmful effects and get ready with the quiz questions. Use some
pictures from the intervention tool.
Suggested quiz questions are given below (green is the right
answer):
• How many people die because of tobacco use in the world
every year?
- 1 million
- 7 million
- 50 million
• What are your chances of dying prematurely (before expected)
if you are a tobacco user?
- 10%
- 25%
- 50%
• Does tobacco use lead to addiction?
- yes
- no
- don’t know
• What is the addictive content of tobacco?
- lead
- benzene
- nicotine
• How long does it take nicotine to reach the brain after smoking?
- 10 minutes
- 1 hour
- 10 seconds

How to perform the exercise • Is tobacco use harmful for the heart also?
- yes
- no
- don’t know
• How many harmful chemicals are present in tobacco smoke?
- 100
- 200
- 7000
• Is smokeless tobacco less harmful than smoking?
- yes
- no
- don’t know
• Are e-cigarettes and sheesha smoking less harmful than
cigarettes? (show picture cards)
- yes
- no
- not sure
• Does exposure to second-hand smoke lead to lung diseases?
- yes
- no
- not sure
• Does smoking affect the unborn child if the pregnant
mother smokes?
- yes
- no
- not sure
• Can you get harmed if you are exposed to tobacco smoke
from someone else’s smoking?
- yes
- no
- not sure
• Does tobacco affect the environment in the following ways?
(picture cards can be shown)
- deforestation
- soil pollution
- loss of top soil
- all of the above

How to perform the exercise • What is the non-biodegradable material present in

cigarette butts?
- cellulose in the filter
- paper
- tobacco
• What kinds of substances are present in cigarettes?
- chemicals used in insecticides
- chemicals used in car batteries
- chemicals used in rat poison
- all of the above
• Addiction to nicotine is like addiction to cocaine or heroin.
- yes
- no
- don’t know
• Flavoured tobacco products are less harmful
(pictures of local products can be shown)
- yes
- no
- not sure
• Because there is no smoke, chewing tobacco does not increase
the risk of death from heart diseases and death.
- true
- false
- not sure
• E-cigarettes are also called vapes, e-hookahs, vape pens and
electronic nicotine delivery systems (ENDS). Any of these is a safe
way to help you quit smoking.
- true
- false
- don’t know
• Which of the following diseases are commonly caused by
chewing tobacco? (picture cards can be shown)
- liver cancer
- brain cancer
- mouth cancer
- lung cancer

How to perform the exercise • Are bidis less harmful than cigarettes?
- true
- false
- not sure
The teacher can frame some more questions based on the local
situation and modify them as per need.
On the day of the exercise
• Ask students if they are ready for the quiz and ask for two volunteers
to conduct the quiz. One volunteer will ask the questions and the
other will write the responses on the blackboard.
• The volunteers will be handed over the quiz questions. The teacher
will help by showing the picture cards for the relevant questions.
• The first response/answer will be noted and written on the
blackboard along with the name of the respondent.
• Nearly 20 questions will be asked and their answers recorded.
• Student volunteers will match the answers with the quiz questions
sheet and mark the correct answers.
• Tick the total number of correct answers. This will reflect the overall
collective knowledge of the subject. The teacher will discuss the
wrong answers and provide the right answers. The discussion can
follow after the responses.
• Those giving the first three right answers will be awarded.
Assessment of the exercise Student participation, teacher observation, rewards for correct answers

1 Substance abuse This video is about the 4.48 min https://www.youtube.com/
(short film) peer group influence watch?v=7wX1LP1iaRk
to initiate alcohol or
cigarettes use.
2 That’s right. This video explains that 2.16 min https://www.youtube.com/
Addiction is a addiction is a disease watch?v=P--6LEbksds
disease that involves changes
in the structure and
function of the brain.
3 Drug abuse This video provides a 10.06 min https://www.youtube.com/
education – It’s a lesson to every young watch?v=gP-hx9qPZiU
fact person who is curious to
know about substance
addiction.

4 Harmful effects This video explains 8.10 min https://www.youtube.com/
of tobacco on the harmful effects of watch?v=fF7SNcw7kxQ
the human body, tobacco.
educational video
for children
5 Know the cost: This video illustrates the 6.06 min https://www.youtube.com/
youth tobacco major influences and watch?v=cazrhS_6u6k
prevention pressures on youth to
use tobacco.
6 Smoking and its This video describes the 2.46 min https://www.youtube.com/
effects on health – health effects and risks of watch?v=lW6hwmdZbmE
Stop today! smoking and promotes
smoking cessation.
1.7 Module: Internet addiction and bullying

Learning objectives
• Enhancing knowledge about Internet addiction and cyber bullying
• Knowing the harmful effects of Internet addiction
• Understanding the extent, seriousness and dynamics of bullying
• Preparing children to recognize and respond effectively to early bullying behaviour.
Background
Excessive use of online communication and digital technologies is leading to dependence and
psychological distress. Children with mental health disorders face major challenges with stigma,
isolation and discrimination, as well as lack of access to appropriate health care and education
facilities, in violation of their fundamental child and human rights. Poor mental health can have
detrimental effects on the overall health and development of children and adolescents.
Bullying:
It is characterized by repeated exposure of a student to the following negative behaviour:
1. Physical and/or emotional aggression

2. Teasing
3. Name-calling
4. Mockery
5. Threats
6. Harassment
7. Taunting
8. Hazing
9. Social exclusion or rumours.

Some of the negative consequences of Internet addiction and bullying are as follows:
1. Stress and anxiety disorders

2. Health effects on the eyes and body
3. Lack of sleep
4. Loss of appetite
5. Social withdrawal
6. Withdrawal from studies.
Some of the factors responsible for Internet addiction are as follows:
• Excessive use of the Internet for recreation

• Heightened access to social network sites
• Using cyber relationships to seek relief from unpleasant feelings and soured personal/family
relationships
• Family issues
• Feeling of neglect and loneliness
• Social isolation.
Some reasons for the increase in cyber bullying are as follows:
• Access to unsupervised mobile/Internet use

• Rampant use of social media platforms
• Increasing trend of sharing personal details on the Internet .
For this module, attempts should be made to include real-life examples by sharing news items,
personal experiences by school alumni and lectures in the classroom by experts in cyber security.
Exercises for the cyber bullying module
CB: 1 Banter vs bullying
Materials required Worksheets, pens/pencils, picture cards, scenario cards
Mode Group
Life skills Critical thinking, decision-making

2. Encourage students to define cyber bullying and recognize examples
of it. Ask them to differentiate it from banter. Giving examples of the
situations faced by them or their friends.
3. Students can identify which actions cross the line between “banter”
and cyber bullying.
4. The teacher will explain the meaning of banter. Banter is “playful
and friendly exchange of teasing remarks”. How can one know that
it is not banter but bullying? It is bullying when it is intentional,
hurtful, repetitive and involves a power imbalance. The teacher will
explain this with examples. Students need to understand that all
offensive, threatening, violent and abusive language and behaviour
is always unacceptable. In case you are unsure of the meaning of any
language and behaviour, ask what was meant.
Use the picture below:
Friendly banter Ignorant banter Malicious banter
There is no intention “crosses the line” Done to humiliate

to hurt and everone with no intent to a person – often in
knows the limit. hurt. Will often say public
“sorry”
5. Students should share examples of banter. They should be able

to differentiate when banter turns into bullying. Discuss examples
on the social media, and messages that they get on social media
platforms.
Example:
Banter: Your friend makes a joke about your new haircut to you, and
you shoot back that even with a bad haircut you get more sexual
attention than them.
Bullying: Your friend makes jokes about your new haircut that they
know you feel insecure and embarrassed about in front of the class.
There’s a power imbalance too, because there’s an audience. You get
visibly upset, but the “banter” continues in public all week.
6. Activity: Students should be divided into three groups.

7. Three scenario-based cards should be made as suggested below

(teachers can adapt and change these as per the local situation):
a. Scenario 1: “A”, a 10-year-old school student, asks her friend
“B” about her assessment results all the time and gives her
constant advice on improving her scores. She also teases her in
the classroom about this. “B” does not tell anyone about it.
b. Scenario 2: “Y”, a 9-year-old schoolboy, told his mother that a
few students in his class always asked him to do work, such as
getting water, cleaning the desk, holding a schoolbag, etc. The
mother asked him take is easy and told “Y” that this is part and
parcel of school life,
c. “X”, an 8-year-old boy, narrated the story to his parents that
on his first day of school, he was encircled by a group of senior
students and was asked to perform 100 sit-ups. He refused to
do so and was abused by them. The parents decided to change
the school of “X”.
8. Hand out one scenario card to each group.
9. Each group will discuss the scenario for 10 minutes as given under
the following headings:
a. Do you think the scenario described is bullying? Why?
b. What do you think about the response of the child and parents?
c. Could there be any other possible way of dealing with it?
d. How would you deal with it if the same had happened to you?
10. Ask each group to describe the discussion points in the class.
11. Ask students for their feedback on each scenario.
12. Discuss the “dos” and “don’ts” of bullying in the school (refer to
intervention tool). Discuss examples of cyber bullying, especially
messages shared and received on social media platforms.
13. Bottomline discussion: if the banter goes too far and one feels
uncomfortable, tell the person how you feel about it and ask him/
her to stop. If they do not stop or continue to upset you, tell your
teacher, parent, any adult you trust such as the school counsellor or
a relative. Always report incidences of bullying/cyber bullying.


CB: 2 Collection of paper cuttings on bullying/cyber bullying
Materials required Magazines, newspapers, pasting boards, pins
Mode Individual
2. Ask students to collect articles related to bullying/cyber bullying
from newspapers, magazines, the Internet (take prints).
3. Ask them to paste these articles/news items on the board.
4. Ask students to read the articles in the class.
5. Students can also share personal experiences and those of their
friends.
6. Discuss how important it is to report such incidences, their
outcomes, support available at the school and outside the school.
Discuss helplines and all the types of support available to deal with
such cases.
CB: 3 Group discussion on building self-acceptance through positive self-

talk
Participants 13–14 years/Classes IX and X
Materials required Handout with follow-up sentences, papers, writing board, pens/pencils
Mode Group work
Life skills Self-awareness, critical thinking
2. Students will list on paper the messages (positive or negative) that
they have received from other people in their lives.
3. Students will determine whether they adopted those messages and
still believe them today.
4. As a group, students will read the “Building self-acceptance through
positive self-talk” handout.
5. Students will individually complete the follow-up sentences by using
the strategy of self-talk.

talk
How to perform the exercise Building self-acceptance through positive self-talk

What is self-acceptance?
Self-acceptance is being able to recognize your value as a person. It is
essentially your level of self-worth and feeling of comfort in your own
skin, regardless of your faults and weaknesses. Without self-acceptance,
one would not be able to reach their full potential in life.
What is the difference between self-acceptance and self-esteem?
Self-esteem is a belief or feeling about yourself. It is what you believe
or feel you can do on your own. Having high self-esteem can help build
self- acceptance.
High self-esteem = feeling good about yourself
Low self-esteem = feeling bad about yourself
Self-acceptance is more of an action than an abstract sense of self. It is
something you do – you stick up for yourself, you utilize your strengths
and take responsibly for your actions, faults, and you practise loving
yourself every day.
How can I build my self-acceptance?
Self-acceptance reflects the beliefs you gained as a child and
adolescent. It usually comes from messages you get about yourself.
These messages can come from other people (like parents, teachers
or friends) or from yourself. The messages you send yourself is called
“self-talk”. If you are used to hearing negative messages from other
people, the chances are that you will send yourself negative messages
too. Things like “I’m so stupid,” “I’m not good enough at this…” or
“It’s my fault this happened” are examples of negative self-talk. One
way to rebuild your self-acceptance is to re-train yourself to engage
in positive self-talk. Positive self-talk happens when you focus on your
strengths and positive qualities, reminding yourself that you are a good
and valuable person. You must recognize your abilities and strengths.
Follow up sentences:
I am strong because….
I can deal with my work efficiently because…
I am smart….
I manage my time very well….
I am good at sports….

talk
How to perform the exercise I am creative…..

I can say no to…..
I can sing…..
I am a good dancer….
I am an artist...
I am popular with my friends….
Assessment of the exercise Participation; students will write down five positive self-talk sentences
that they will practise throughout the week.
CB: 4 Lectures by an expert on cyber security
Participants 11–15 years/Classes VII–X
Materials required Whiteboard, projector, pens, pointer
Mode Group
Life skills Effective communication, managing emotions
How to perform the exercise 1. The school will arrange a talk by an expert on cyber bullying.
2. The teacher will brief students about the exercise and introduce the
expert.
3. A talk is delivered by the expert on cyber bullying, effects and
signs of cyber bullying, measures to prevent it and how children
who face cyber bullying can seek help. It would be better to have a
PowerPoint presentation supported by short video films.
• Ignore the bully.
• Block the bully.
• Limit access to technology.
• Collect evidence.
• Tell a trusted adult/parents/teacher/school counsellor.
• Change email address and phone number.
• Avoid self-blame.
• Report on the website.
• Contact the relevant authority if needed.
Follow-up discussion. Encourage students to participate, share views
and ask questions.
Assessment of the exercise Student participation, teacher observation, encourage those who
reported incidences of cyber bullying.

IA: 5 Calculation of your screen time for television, PC, mobile phone
Materials required Phone, television, blackboard, chalks, pens/pencils, paper slips
Mode Individual
2. The teacher will explain that it is important that we learn to limit
screen time in a day/week and explain the drawbacks of excessive
use of mobiles/tablets/PCs or television. These include the following:
• mental issues (problems with school and paying attention to
studies and outdoor games) and physical (trouble sleeping,
eating disorders and obesity);
• developmental effects on children who spend too much time with
electronic devices at a young age.
3. Ask students to note down on a paper slip the time they spend
watching television or on the mobile/tablet or PC every day/week.
4. The teacher will collect all the paper slips from the students.
The teacher will note the timings listed by the students and write on the
blackboard without naming anyone. This will give the estimated time
students spend on electronic gadgets and digital technology.
Discuss the ways in which students can cut down the time spent on
electronic and digital gadgets and increase outdoor activities and
sports.
Assessment of the exercise Submission of paper, teacher observation

S. no. Name Description Duration Link
1 It’s not just a joke This video explains what parents 28.31 min https://www.youtube.com/
(short film on of kids who are victims of cyber watch?v=X94CNShGNpw
cyber bullying) bullying should do to help
their child and promote cyber
kindness.
2 Stop cyber In this video, Trisha explains the 10.01 min https://www.youtube.com/
bullying before adverse effects of cyber bullying watch?v=Ps3Cefys0Kc
the damage and how to prevent these.
is done Trisha
Prabhu (INDIA)
3 Cyber bullying This video explains how access 1.20 min https://www.youtube.com/
(UNICEF) to the Internet and mobiles has watch?v=asTti6y39xI
made children more vulnerable to
abuse and exploitation.
4 Ways to stop The video presents a four-step 5.30 min https://www.youtube.com/

bullying method that shows how to boost watch?v=ynTuA_tlZDE
confidence and protect from
harm and find help.
5 How to beat Looks at the effects of cyber 5.07 min https://www.youtube.com/

cyber bullies bullying and ways to end it watch?v=Jwu_7IqWh8Y
6 Secondary Explanation on what you should 2.37 min https://www.youtube.com/

school scenario B do if you are a victim of cyber watch?v=nL4TphI4YAA
– cyber bullying bullying

Section 2: Life skills educations
Learning objectives
• Understanding the importance of accurate and scientific knowledge, attitudes and value-
enhanced life skills
• Helping and supporting young learners to make informed decisions, solve problems, think
creatively and critically, build healthy relationships, cope with challenges and manage their lives
in a healthy and productive manner.
Background
Life-skills education, as defined by the United Nations Children’s Fund (UNICEF), is “a behaviour
change or behaviour development approach to address a balance of three areas: knowledge, attitude
and skills.
The World Health Organization (WHO), while initiating “Life-skills education”, conceptualized life
skills as psychological competence. Psychological competence is the individual’s ability to maintain a
state of mental well-being and demonstrate this in adaptive and positive behaviour while interacting
with others, and with her/his culture and environment. Life skills are abilities for adaptive and positive
behaviour that enable individuals to deal with the demands and challenges of everyday life. They are
abilities that facilitate the physical, mental and emotional well-being of an individual.
Essentially, there are two kinds of skills – those related to thinking called “thinking skills”, which
relate to reflection at a personal level, and those related to dealing with others called “social
skills”, which are interpersonal skills. The ten core (generic) life skills as listed by WHO are – self-
awareness, empathy, critical thinking, creative thinking, decision-making, problem-solving, effective
communication, interpersonal relationships, coping with stress and managing emotions.
According to scientists, early adolescence (10–14 years) is singled out as a critical period of opportunity
for building skills and positive habits, since at this age there is a recognition of self, and ability to
think and solve problems. The wider social context of early and middle adolescence provides varied
situations in which there is motivation to practise new skills with peers and other individuals outside
the family. Developing skills and competencies are recognized as critical to a child’s growing sense
of identity. In fact, life skills not only help in realization of a person’s potential but also in living life in
a contented and meaningful way.

Exercises for Life skills module
SA: Building positive self-esteem: setting goals
Materials required Worksheets, pens/pencils
2. Discuss the importance of setting goals in life and talk about the
following points:
• Without goals, it would be like driving a vehicle with no clear path
and destination:
• It could mean reaching a place where we do not want to be.
• Goals keep us focused, motivated and give a purpose to life.
• To begin with, set small goals that can be easily achieved,
pertaining to your daily activities and school work.
• Setting very big goals and not achieving them could lead to
dissatisfaction and frustration.
• We can switch to higher goals later.
• Be very clear about the goals to be achieved and be realistic.
• Be very clear about how to achieve those goals. Start studying
to top the class or perform better. Just wishing for it is not good
enough.
• The best way to start setting goals is to write them down, as
writing clarifies our thinking.
• Only a clear mental picture can transform a goal into reality.
• Always try to be cheerful and optimistic and believe in yourself.
• Believe sincerely and confidently that “I CAN” and “I WILL” reach
my goal.
Ask the students to think and write three goals that they want to achieve
in the next one year on a paper sheet. Against each goal, the actions to
achieve or reach the goal can be listed. Possible timelines to reach the
goal can be defined.
Collect the paper sheets. Select and share some of the goals written
on the sheets with the entire class. Discuss the practical aspect of these
goals, the possibility of achieving these and what all actions can be
taken to enhance the possibility. Also discuss how helpful it is to form
the goals and then try one’s best to achieve them.

E: The value of respect
Life skill Empathy
Materials required White- or blackboard, marker, chalks, worksheets, pens, pencils
Mode Group work
2. Discuss with students what their ideas of “respect” are.
3. Discuss the meaning of the word “respect”.
Tell students that the first step in developing respect for others and
other things is to acknowledge that all people and all things have value.
Divide the class into groups of four to five students and allow 5–7
minutes for the groups to brainstorm and list various ways by which they
can show respect to others in diverse situations – at home, in school, at
public places such as bus stops, the local market, railway station. One
representative from each group will report her/his group’s findings to
the class. Note the similarities and differences between the findings
presented by the various groups. This may be noted down on the board
and then categorized into the following groups:
1. Respect for self
2. Respect for others
3. Respect for public property
4. Respect for the environment
5. Respect for cleanliness.
Discuss with students the ways by which they can improve respectful
behaviour towards their surroundings.

EC: Good listening skills
Life skill Effective communication
Materials required Role-play script, white- or blackboard, chalks, marker and paper slips
Mode Group work
2. Inform students that the session will involve role-plays to bring out
an important aspect of communication skills.
3. Call students to volunteer for the role-play.
4. Take them out and give them the role-play scripts and situations.
5. In a structured role-play, instruct students (two or more) to portray
poor listening habits. They can emulate situations at home or in
school.
6. Direct other students to observe the actions of the main character in
the play.
7. Feed check: immediately after the role-play, ask the volunteer
students what they were feeling as the listener and speaker during
the role-play.
8. Initiate a discussion about what was happening in the role-play. The
idea is to prompt the students to list all the poor listening habits/
behaviours (both verbal and nonverbal) that were exhibited during
the role-play.
• Write them on the board.
• Point out how poor listening affects the speaker and the
relationship between the speaker and the listener.
• Now ask students how the main character could have acted
differently to exhibit good listening skills.
• Post these on the board.
• Ask students to demonstrate, through role-play, good listening
habits (both verbal and nonverbal); for example, attentiveness,
asking open-ended questions, maintaining eye contact with the
speaker, not fiddling with objects, etc.
• Encourage students to discuss the advantages of good listening.
• Instruct students to rate themselves as a listener (on a scale of 1
to 10) based on the traits posted on the board and write this on a
paper slip.
• The teacher will share the selected responses with the entire class
without naming the respondents.
• Discuss ways in which poor listening behaviour can be changed
and improved. Write the suggested ways on the board and ask
students to make a note of it.

IR: Sharing feelings
Life skill Interpersonal relationships
Materials required White- or blackboard, chalks, marker
Mode Group work
2. Encourage students to volunteer, one at a time, to come in front and
enact an emotion, e.g. happiness, sadness, anger, etc. and ask the
others to guess and then imitate the same.
3. Write down a statement: “It is good to share our feelings with
friends” on the board (also read it out aloud).
4. Instruct students to write on a sheet of paper “agree” or “disagree”,
depending upon whether they agree or disagree with the statement.
5. Ask students to form two groups, one with all those who agreed and
the other with those who disagreed.
6. Instruct each group to present their case and try to convince the
other group why they agree or disagree. Allow them five minutes to
prepare.
7. Let each group make a presentation and allow a brief discussion
between the groups (10 minutes).
8. Let students describe the benefits of sharing feelings and list them
on the board. The group that disagreed will tell the reasons for
disagreeing and what led them to think in that manner.
9. Have an open discussion on the benefits of sharing feelings.

CT: Keep the balloon up in the air
Materials required Name list of the famous personality, virtual balloon using chairs
Mode Group work
2. Create a list of people with very different backgrounds. These may
be famous individuals, characters, celebrities from the present day or
historical figures. Write each name on a chit and put these in a bowl.
3. Let students choose a character by picking a chit with a name from
the bowl.
4. Explain that the entire group of different characters is in a make-
belief high-flying hot air balloon. Suddenly the balloon starts losing
height. Now, for the balloon to stay up in the air, one person must
leave the balloon by jumping out.
5. Taking turns, ask each student to explain why their character should
be allowed to stay in the balloon.
6. Once everyone has spoken, instruct the group to decide who should
be evicted from the balloon. This can be done by taking a vote and
the student with the most votes leaves the balloon.
7. Start the process again. As the hot air balloon is still losing height, so
another student must be evicted until there is only one student left.
8. At the end of the debate, discuss with students why the students left
the balloon in the order that they did, what were the characteristics
or skills and attributes of the people who seemed to be the most
and least valuable to society.
9. Tell students that even when their character is no longer in the
balloon, it is important to listen to the debate so that they can
participate fully in the discussion at the end.
The teacher can develop any similar and relevant activity for this
exercise.

CRT The creative solution finders
Materials required Blank paper and pencil, empty box
Mode Group work
2. Discuss with the students why and what type of problems they
generally face in their life and what is the best way to resolve them.
How does creativity support them in solving the problem?
3. Explain to the students that they must solve the problems that they
consider important.
4. Give each student a pencil and two sheets of paper.
5. Instruct each student to write a problem question on one of his/her
sheets of paper. The question may be personal, such as “What can
be done about my family’s irritability in the morning?” or it may be
more political or social, such as “How can my country India solve its
problem of poor people?”
6. Collect the sheets of paper with the questions written on them from
the students. Read them one at a time (without naming anyone)
and solicit solutions from the students. There should be at least two
solutions for every problem.
7. Continue the activity until all students have shared their problem
questions and found new solutions.
8. Discuss the other possible ways or solutions for each problem and
ask them why they think these would work.

DM: Making informed choices
Materials required Collage pictures related to substance abuse, branded clothes and
expensive accessories, fast food products, worksheets, handout with the
case studies, chart depicting the POWER model
Mode Group work
2. Divide the students into three groups.
3. Give each group a collage of pictures related to substance abuse,
branded clothes and expensive accessories, and fast food products
with a case study attached to each. (See the handout.)
4. Allow 20 minutes for each group to solve the issues given in each
case study and ask them to focus on the following points:
• What is the problem?
• How and why does it arise?
• What are the possible ways of solving it?
5. Direct each group to make use of P.O.W.E.R. model to arrive at
a decision. Paste the chart depicting the model on the board for
everyone to see.
6. Direct each student to speak about the problem given to them and
how they were able to make informed choices. Encourage students
from the audience to support, contradict or suggest new ideas about
the possible ways of addressing that issue.
7. Encourage students to analyse different alternatives critically, such as
the societal and personal values and norms, while taking decisions.
Use their decision-making skills to make mature decisions after
identifying a problem, finding options and evaluating all the options.
POWER model
P = PROBLEM Step 1: Stop and state (or identify) the problem.
O = OPTIONS Step 2: Think of the different things you can do and
use them. The more options you have, the better.
W = WEIGH Step 3: Look at the good things and weigh them against
the bad things of every option that you thought of to solve your
problem. The things you value should guide you in your
decision-making.
E = ELECT Step 4: Choose the best option, talk to a person you
respect, then take the best action. Elect the option that signifies
what is important to you (values).
R = REFLECT Step 5: Think or reflect about what happened
because of your decision.

DM: Making informed choices
Handout with case studies

Case study 1.
At a friend’s birthday party, your best friend was wearing a branded
watch. You really liked it and after coming home demanded the same
from your parents, but they felt that they cannot afford the same at that
time. You are upset with your parents’ response. Discuss it with your
group. Reflect on the situation, analyse your parents’ “point of view”
and then arrive at a possible decision by using the POWER model.
Case study 2.
You are visiting a restaurant with your friends or parents. The menu card
has several options of food items. You want to order a pizza with extra
cheese. Your mother wants you to order a healthier option from the
menu. You are not happy and tell your parents that you don’t want to
eat anything. Discuss it with your group. Reflect on the situation, analyse
your parents’ “point of view” and then arrive at a possible decision by
using the POWER model.
Case study 3.
You and your friends have passed the final exams with very good marks.
A party is arranged to celebrate the occasion in a hotel. You and your
friends arrive at the party venue. You observe that alcohol, cigarettes/
sheesha and some products about which you are not sure are served
to the invitees. You are not comfortable with being present there and
want to leave. Your friends insist that you stay back and try the products
being offered. Discuss it with your group. Reflect on the situation,
analyse your “point of view” and then arrive at a possible decision by
using the POWER model.

PS: Understanding a problem better
Life skill Problem-solving
Materials required Pencils or pens, paper slips, cardboard (medium-sized) box
Mode Group work
2. Have your students create and decorate a cardboard (medium-sized)
box with a slit in the top. Label the box “the problem-solving box”.
Invite students to anonymously write down and submit any problem
or issue they might be having at school or at home, ones that they
can’t seem to figure out or solve on their own. Ask three students to
draw one of the items each from the box and read it out aloud.
3. Then one by one, have the class as a group figure out the ideal way
the student can address the issue and hopefully solve it. Agree on
the best possible solution.
4. Ask the students if the person to whom that question belonged is
willing to reveal their identity. If a student reveals his identity, ask
them if they is satisfied with the solution provided or whether they
think otherwise. How are the answers different or were they as you
expected?
5. The teacher can repeat the exercise with one student every week.
After 6 months, make a list of the problems for which solutions were
found and discuss how the exercise helped students.

ME: How do I manage anger?
Life skill Managing emotions/anger
Materials required Paper, pens/pencils, worksheet white-/blackboard, chalks and marker
Mode In pairs
2. Inform students that people often cope with anger by using the
methods they learnt as children. Instruct students to close their
eyes and think about how the people around them (at home, in
school and the community) coped with anger when they were small
children. What were the actions and words of people when they
were angry?
3. Instruct students to turn to the student sitting next to each of them
and share some of their memories about how people around them
expressed anger when they were children. Students should feel
comfortable about the information they share.
4. Allow 5 minutes for discussion.
5. Instruct students to think about how those memories from childhood
influence them. (Would they like to they express their anger in the
manner they remember from their childhood? Why or why not?)
6. Instruct students to turn back to their partners and discuss their
current ways of expressing anger and why they follow those
techniques. Is it different from the people in their memory?
7. Now involve the entire class in a discussion on the positive ways
of managing anger. Uncontrolled anger can take a toll on both
your health and your relationships. Discuss “calming down” or
“relaxation” techniques. The following can be tried when you are
angry with a person or situation:
• Deep breathing
• Listening to music
• Doing some light exercise or yoga poses
• Going out for a walk/jogging/running/playing with friends
• Calling a friend you trust and discussing
• Reading a book
• Singing your favorite song
• Watching a music programme on TV.
8. Ask students other ways or techniques that they use or can be
adapted to deal with anger.
9. Sum up the session with the help of key messages.

CS: Handling stress (role-plays)
Life skill Coping with stress
Participants 15 years/class X
Materials required Role-play situations, whiteboard and markers or blackboard with chalks
Mode Group work
2. Ask students what they understand by the word “stress”.
3. Direct students to identify some common situations in which they
feel stressed (at home, in school or in the community).
4. Make a list of such situations and write them on the board.
5. Divide students into three or four groups.
6. Assign one situation to each group or ask the groups to choose
from the list on their own.
7. Give each group 10 minutes and instruct them to prepare a role-
play of about 5 minutes based on the situation assigned to them.
8. Each role-play is to be followed by a small discussion with the entire
class.
9. At the end of the session, the entire class discusses appropriate
ways of handling stress. Students can be encouraged to share
personal experiences and how helpful the methods adopted were
for handling stress.
10. Students can have a loud laugh together to sum up this activity.

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ii Facilitator’s manual for schoolteachers

About this manual..............................................................................................................................iv

1. What are noncommunicable diseases?........................................................................................ 1

Figure 1: Major NCDs and their risk factors............................................................................ 1

2. Why is school the best setting for promoting a healthy lifestyle?.............................................. 2

3. What is a WHO health-promoting school (HPS) initiative?.......................................................... 3

Figure 2: Key features of a health promoting school.............................................................. 3

Table 1: Actions to be taken for prevention of NCDs by schools .......................................... 4

4. Intervention tool for prevention of NCD risk factors in schoolchildren...................................... 5

5. Section I: Promotion of healthy behaviours................................................................................. 7

1.1 Module: Physical activity.................................................................................................. 7

1.2 Module: Healthy diet..................................................................................................... 14

1.3 Module: Environmental pollution and protection.......................................................... 21

1.4 Module: Injury prevention.............................................................................................. 28

1.5 Module: Mental well-being and suicide prevention....................................................... 36

1.6 Module: Substance abuse (tobacco and alcohol).......................................................... 41

1.7 Module: Internet addiction and bullying........................................................................ 53

6. Section 2: Life skills education................................................................................................... 62

Facilitator’s manual for schoolteachers iii

This manual aims to act as a guide for schoolteachers. It guides them in

Teachers are a vital component in implementing the intervention tool with

This manual considers various theories of behaviour change and initiatives

iv Facilitator’s manual for schoolteachers

BMI body mass index

HFSS high fat sugar salt

HPN healthier populations and noncommunicable diseases

E Cigarettes electronic cigarettes

E waste electronic waste

NCDs noncommunicable diseases

NGO non-government organization

RTA road traffic accidents

RTI road traffic injury

WHO world health organization

Facilitator’s manual for schoolteachers v

Noncommunicable diseases (NCDs) kill almost 41 million people globally

Promoting healthy behaviour in children is a proven way to reduce the NCD

This Intervention Tool and Facilitator’s Manual builds on WHO’s work to

Dr Poonam Khetrapal Singh

Facilitator’s manual for schoolteachers vii

Valuable inputs were received from the following experts:

viii Facilitator’s manual for schoolteachers

• Dr Palitha Mahipala, former Coordinator, NCE,

Facilitator’s manual for schoolteachers ix

Fig. 1. Major NCDs and their risk factors

Facilitator’s manual for schoolteachers 1

School assembly in India

2 Facilitator’s manual for schoolteachers

A health-promoting school is a setting where education and health programmes create

The key features of an HPS are mentioned in Fig. 2 below.

Engage Provide a Provide

Fig. 2. Key features of a health-promoting school

Facilitator’s manual for schoolteachers 3

Table 1. Actions to be taken for prevention of NCDs by schools

Domain Actions at teacher level Actions at school level

• Special focus on games, sports • Referral linkages with hospitals

• Ensuring hobby classes • Award/reward system for teachers/

• Putting health and well-being at the core of the education policy

4 Facilitator’s manual for schoolteachers

Teacher’s intervention Exercise Video (optional) Feedback by students