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Health education is a very essential topic among various groups. While it is necessary to bring awareness among people, especially children to adults. A school is a place where children learn things from a very young age; they should be trained in all aspects and should have proper knowledge in different situations. An evaluation of school health education found that schools with school health education that promotes children's health should devote at least 50 school hours per year to health education. However, in many developed countries, particularly in Southern and Eastern Europe, these standards are not met. Limited resources, such as curriculum time, make it unlikely that health promotion in schools will be realistically enhanced. Therefore, it is important to develop more efficient ways to promote children's health. For example, through complementary interventions in school health education from other sources.

Family relationships shape a child's social and emotional behavior and understanding. When parents are warm, sensitive, and control their children's autonomy, children learn to trust others and regulate negative emotions. Both dissonant and supportive interactions with family members contribute to the development of social skills and social cognition. Daily recurring stressors at home increase physiological and emotional reactivity and promote maladaptive coping. Culture, socioeconomic status, and other aspects of the family's wider social context influence these important aspects of family life.

A meta-analysis of recent school studies indicates that careful evaluation of programs is a necessary part of the improvement process. Overall, improvements in methodology and conceptualization of intervention programs are evident, but additional empirical work needs to be done to improve poor procedures associated with experimental attrition and establish the validity of dependent variable measures. In addition, there is a need to develop program intervention models that clearly and fully follow the tenets of teaching theory. Prevention and intervention programs that have already been designed and evaluated are largely confined to specific age groups (often adolescents) and focus on treating specific problem behaviors (such as drug, alcohol, and tobacco use). The health needs of younger age groups, such as pre-schoolers and children from her 1^st grade to her 5^th grade, are largely ignored.

Building on recent developments in the values and principles of health promotion outlined in the Jakarta Declaration, health promotion in schools recognizes social factors such as inequality and poverty as important determinants of the health of children and adolescents. Health promotion in schools should therefore consider the quality of life at the local level when designing programs. School health workers need to address the factors that affect the health of children and adolescents, but go beyond the traditional focus of health education and behavioral change. Quality and recognize the specific needs of each child. Community-based policies can be developed to address these issues.

Over the past two decades, an increasing number of schoolbased mental health programs and services have been developed and implemented. This review presents a quantitative review of prevention and intervention programs targeting aggressive and violent behaviors such as obesity, drug use, smoking, alcohol use, and youth bullying. Studies on the effectiveness of comprehensive school health programs show that these programs have a positive impact on student health behavior. However, the conditions for initiating and maintaining an effective school-based health promotion program depend on the school-based organization and program implementation factors. Thus, there is an impact on school health programs and staff.

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The author’s declared that they has no conflict of interest.