02404nas a2200337   4500000000100000008004100001260002500042653001500067653002100082653001300103653003100116653004100147100001400188700001400202700001300216700001700229700001200246700002400258700001400282700001500296700001500311700001200326700001600338700002800354700002000382245013400402856015300536300001100689520135200700022001402052       2026                            d  c08/2026bElsevier BV10aOne Health10aHealth Education10aZoonosis10aElementary school students10aSchool-based health education (SBHE)1 aMaia LDMS1 aRamos BOL1 aPaiva MT1 aAraújo ÉLM1 aLeal MG1 ade Miranda Cravo DL1 aNovaes AC1 aCoelho IMP1 aMoreira CL1 aBrum AL1 aNicolino RR1 ade Magalhães Soares DF1 ade Oliveira CSF00aSchool-based one health education shapes young minds and households to prevent zoonoses: A comparison of four teaching strategies  uhttps://www.sciencedirect.com/science/article/pii/S2352771426002259/pdfft?md5=c94c396e99a6b613c65413de6851455e&pid=1-s2.0-S2352771426002259-main.pdf  a1 - 443 a<p>Health education initiatives have received increasing attention in public policy; however, empirical evidence on the comparative efficacy of different teaching strategies remains limited. This study evaluated four educational approaches: group discussion, theater, board games, and traditional board-based instruction, among 166 elementary school students participating in activities focused on zoonoses, including rabies, sporotrichosis, Rocky Mountain spotted fever, and leishmaniasis. Adjusted exploratory analyses showed higher knowledge gain for board game than for group discussion, while no statistically significant differences were detected among the other strategies. Post-intervention scores were significantly higher than pre-intervention scores, indicating knowledge gains after the educational activities. The proportion of correct responses related to zoonoses increased from 15.7% to 56.6% (<em>p</em> &lt; 0.05), while knowledge of One Health concepts rose from 38.2% to 55.7% (p &lt; 0.05). Overall, the findings indicate that the educational interventions showed efficacy in enhancing students' knowledge and fostering behavioral changes within their family environments. These results highlight the potential of structured school-based health education to promote awareness and prevention of zoonotic diseases.</p>
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