[Knowledge and practices regarding fluid consumption among 15-16-year-old students]

Secondary school students aged 15-18 can be considered to be at the threshold of adulthood, a life stage in which they increasingly make independent decisions regarding nutrition, physical activity, and leisure time. However, without appropriate guidance and knowledge, these decisions may easily shift in an unhealthy direction.

The primary aim of this paper is to present the fluid intake-related results of a study conducted among 15-16-year-old secondary school students in the context of healthy and sustainable nutrition.

Participants completed a baseline ("pre-test") questionnaire online, with personal supervision, assessing their knowledge of fluid intake recommendations (OKOSTÁNYÉR®) as well as the frequency of sugar-sweetened beverage and energy drink consumption. The sample was divided into three groups: Class A received four 45-minute educational sessions including practical elements; Class B received one 45-minute theoretical session; and Class C received no education and served as the control group. Within two weeks after the final educational session, the students completed the same questionnaire again.

The four-session educational intervention proved more effective both in increasing knowledge (13% vs. 5%) and in reducing the frequency of sugar-sweetened beverage consumption. Nearly 50% of the students (n = 92) consumed sugar-sweetened beverages at least twice per week. 54% had already tried energy drinks, with higher consumption among those who also consumed more sugar-sweetened beverages. 70% of the students (n = 103) were aware that energy drinks have adverse health effects.

Based on the findings, education on fluid intake is essential for this age group, including in extracurricular settings. Although many students are aware of the harmful effects of energy drinks, regular consumption remains common.

More comprehensive education may be key to translating knowledge into practice. Repeating the study with a larger sample size and follow-up, using the more effective educational approach, would be warranted. Orv Hetil. 2026; 167(16): 637-644.