[Psychosomatic health promotion in adolescents. An intervention study in 2 high schools]

The effects of health-promotion lesson modules on teaching climate, school stress and physical and psychological well-being were investigated in a controlled intervention study in two high schools. The lesson plans were developed jointly by teachers and students and integrated into normal classroom teaching.

Three questionnaire assessments were carried out with students in the intervention and control schools. Health promotion lessons were implemented in the intervention school between T1 and T2 (an interval of 12 months) and evaluated by participants after completion.

Indicated that the modules were positively appraised and that participation in a longitudinal study led to a more critical evaluation of the teaching climate and school stress. A decrease in physical and psychological symptomatology ran in parallel with increases in critical appraisal of the school environment. This pattern of results was found in both schools, i.e., no intervention effect could be demonstrated.

It is likely that participation made the adolescents more sensitized to individual and interactional problems as well as led them to mobilize their own resources. The health-promotion activities supported a participatory/interactive relationship between teachers and students which in turn resulted in systemic structural changes. It can be assumed that these factors will have long-term positive effects on the well-being of the participants.