School Health Programme Design Training Course

Duration 10 days 20 modules · 65 contact hours
Level Intermediate Certificate on completion
Who attends School Health Coordinators, Public Health Officers and others
Fee from USD 2,200 KSh 190,000 for Kenyan organisations
Where 52 cities + online See dates by city
Next start 16 Nov 2026 Course code SD-PH-043

Before you join: Participants should have experience in public health, education, social care, school administration, youth programmes or community development.

Dates & prices

Two start dates a month in every city, and live online on weekdays or weekends. Fees are per participant; classroom fees include tuition, materials, lunch and refreshments, and the certificate.

Suggest a date or city

Showing the next six months. Later dates, other cities and private deliveries for your team are available on request.

Course overview

Schools are a practical setting for improving adolescent health, attendance, learning and protection, but programmes often fail when they rely on one-off awareness sessions, unclear referral arrangements or activities disconnected from school priorities. Effective school health programmes require a structured diagnosis of student needs, education-sector constraints, community expectations and available health services. They must also address equity, safeguarding, confidentiality and the realities facing girls, boys, learners with disabilities and marginalised groups.

This course equips participants to design school and youth health programmes using the WHO Health Promoting Schools framework, FRESH framework, CDC WSCC model and behaviour-change methods. Participants assess health needs, map stakeholders, set priorities, build a theory of change, define outcomes and indicators, develop age-appropriate education components, and establish referral and safeguarding arrangements. The course addresses mental health, nutrition, sexual and reproductive health, violence prevention, substance use, physical activity, WASH and communicable disease prevention within a coordinated school health approach.

Teaching combines focused instructor briefings, public health cases, group design work, scenario-based safeguarding decisions, data interpretation and structured peer review. Participants progressively develop a programme design for a school cluster, district or youth-serving organisation, using their own context where possible. They leave with a complete school health programme design pack containing a needs assessment, theory of change, implementation plan, monitoring framework, budget outline and quality assurance checklist.

The course is suited to professionals responsible for school health, adolescent health, health education, education planning, child protection or NGO programme delivery. It is particularly relevant where schools need stronger links with primary health care, social services, families and local authorities.

What you will be able to do

  • Assess school and adolescent health needs using mixed-methods data collection and equity analysis
  • Design a whole-school health programme using WHO Health Promoting Schools and FRESH principles
  • Construct a theory of change linking activities, outputs, outcomes, assumptions and risks
  • Specify age-appropriate health education content using scope-and-sequence curriculum design
  • Develop safeguarding, confidentiality and referral protocols for school-based health activities
  • Apply behaviour-change methods to mental health, nutrition, sexual health and violence prevention
  • Establish monitoring indicators, data collection tools and feedback processes for programme improvement
  • Present a costed school health programme design pack for approval and implementation

Benefits of attending

For you

  • Produce a credible school health programme design for funding or internal approval
  • Build confidence discussing adolescent health, confidentiality and safeguarding with stakeholders
  • Use recognised school health frameworks when advising schools and local authorities
  • Create measurable health education and referral activities rather than isolated awareness events
  • Strengthen eligibility for school health, youth development and public health programme roles

For your organisation

  • Creates consistent programme designs across schools, districts or implementing partners
  • Improves links between learners, schools, primary care providers and protection services
  • Reduces poorly targeted health education activities through evidence-based priority setting
  • Provides monitoring measures that connect health actions with participation and learning outcomes
  • Supports donor proposals, government plans and implementation budgets with documented assumptions

Course modules

20 modules over 10 days

Participants can distinguish whole-school health programming from isolated health education activities.

  • WHO Health Promoting Schools framework and its six strategic areas
  • FRESH framework components: health policies, services, skills, water and food
  • CDC WSCC model linking health, learning, families and community partners
  • School-level health promotion versus clinical services and health campaigns
  • Rights-based adolescent health principles, participation, confidentiality and non-discrimination
  • Programme boundaries, assumptions and duty-bearer accountabilities documented early

Participants can relate priority adolescent health issues to school participation and learning.

  • Adolescent development stages and implications for health communication
  • Health determinants affecting attendance, concentration, completion and school safety
  • Gender, puberty and social norms shaping health risks
  • Disability inclusion barriers within school health activities and facilities
  • Protective factors: connectedness, supportive adults, peers and family engagement
  • Life-course prevention approaches for early adolescence and older youth

Participants can translate policy requirements into practical school health design criteria.

  • National education and health policies translated into programme design criteria
  • School health policies covering medicines, emergencies, hygiene and learner welfare
  • Roles of education authorities, health facilities and child protection services
  • School health committees with clear membership, mandates and reporting lines
  • Consent, assent and confidentiality requirements for adolescent health services
  • Policy gap analysis against planned interventions and local operating procedures

Participants can build a stakeholder engagement plan for school health programme development.

  • Stakeholder mapping by influence, interest, mandate and affected population
  • Power-interest grid used to plan engagement and decision-making
  • Student participation methods that avoid token consultation and adult capture
  • Parent and caregiver engagement around sensitive health programme topics
  • Community leader dialogue on cultural concerns and programme acceptance
  • Memoranda of understanding for school-health facility collaboration

Participants can identify and address inequities affecting access to school health support.

  • PROGRESS-Plus equity factors applied to school health programme design
  • Sex-disaggregated and disability-disaggregated data used to identify participation gaps
  • Barriers faced by out-of-school youth and irregular school attenders
  • Universal design principles for accessible health education materials
  • Stigma analysis for HIV, disability, mental health and pregnancy
  • Do-no-harm screening for interventions involving vulnerable learners

Participants can select behaviour-change methods suited to defined health objectives.

  • COM-B model diagnosing capability, opportunity and motivation barriers
  • Social and behaviour change communication for adolescent health priorities
  • Social norms analysis separating perceived norms from actual behaviours
  • Health Belief Model applied to preventive service uptake
  • Peer education roles, limits, supervision and referral responsibilities
  • Behavioural objectives written with audience, action, condition and criterion

Participants can plan a mixed-methods needs assessment for a defined learner population.

  • Secondary data review using attendance, clinic, safeguarding and survey records
  • Global School-based Student Health Survey indicators interpreted cautiously
  • Knowledge, attitudes and practices survey questions tested for adolescent readability
  • Focus group discussions structured to protect privacy and participation
  • School walk-through observations of toilets, water points and safety risks
  • Service mapping identifies available providers, eligibility and referral constraints
  • Triangulation compares quantitative findings, student accounts and stakeholder observations

Participants can select feasible priorities and build an evidence-informed theory of change.

  • Hanlon method scores problems by size, seriousness and intervention effectiveness
  • Feasibility screening considers authority, staffing, acceptability, time and resources
  • Problem trees distinguish root causes, contributing factors and consequences
  • Theory of change diagrams connect inputs, activities, outputs and outcomes
  • Assumptions and external risks stated beside each causal pathway
  • Outcome statements define expected changes for specified learner groups
  • Intervention packages align with prioritised determinants and service gaps

Participants can create a results framework with measurable school health indicators.

  • Logical framework structure from goal through outcomes, outputs and activities
  • SMART indicators with numerator, denominator, disaggregation and data source
  • Process, output, outcome and quality indicators distinguished clearly
  • Indicator reference sheets define frequency, responsibility and calculation methods
  • Baseline planning establishes starting values before programme delivery
  • Attendance and retention measures interpreted alongside health outcome data

Participants can design an age-appropriate scope and sequence for health education.

  • Scope-and-sequence matrices organise topics across grades and age groups
  • Learning objectives combine health knowledge, attitudes and practical skills
  • UNESCO sexuality education concepts adapted to policy and age requirements
  • Life-skills education includes decision-making, communication and help-seeking
  • Curriculum mapping prevents duplication across subjects and extracurricular activities
  • Teacher guidance notes specify key messages, methods and referral points

Participants can specify participatory delivery methods and support requirements for educators.

  • Experiential learning cycle structures health education sessions for retention
  • Facilitated discussions establish ground rules for sensitive health topics
  • Role plays used to rehearse refusal, disclosure and help-seeking skills
  • Peer support groups require selection criteria, supervision and safeguarding limits
  • Teacher competency framework identifies content, facilitation and referral skills
  • Session observation checklists assess participation, accuracy and learner safety

Participants can design confidential and practical referral pathways for learners.

  • Referral pathway maps show entry points, providers, transport and follow-up
  • Service readiness assessment reviews hours, staffing, privacy and adolescent friendliness
  • Warm referrals distinguish active linkage from information-only signposting
  • Confidential referral records protect information through minimum necessary data
  • Feedback loops confirm referral completion without exposing clinical details
  • Emergency response protocols cover injury, acute illness and immediate protection concerns

Participants can integrate safeguarding controls into school health programme activities.

  • Child safeguarding risk assessment identifies foreseeable programme-related harms
  • Codes of conduct set boundaries for staff, volunteers and peer educators
  • Disclosure response protocol prioritises listening, safety and immediate reporting
  • Mandatory reporting duties aligned with applicable law and organisational policy
  • Data protection measures govern consent, storage, access and retention
  • Incident management logs record actions, escalation and case closure decisions

Participants can plan school-based mental health promotion and referral actions.

  • Mental health promotion distinguishes wellbeing activities from clinical treatment
  • School connectedness interventions strengthen belonging, trust and adult support
  • Psychological first aid principles for initial supportive conversations
  • Stress management sessions use practical coping and problem-solving techniques
  • Suicide risk warning signs require immediate safeguarding and clinical referral
  • Anti-bullying approaches combine policy enforcement, reporting and restorative support

Participants can integrate nutrition, activity and WASH actions into school health plans.

  • School food environment assessment reviews availability, affordability and marketing
  • Nutrition education links dietary guidance with school meal arrangements
  • Physical activity plans combine curriculum time, active breaks and safe recreation
  • WASH FIT principles assess water, sanitation, hygiene and menstrual health conditions
  • Menstrual health support addresses facilities, supplies, information and stigma
  • Infection prevention messages connect hand hygiene with facility maintenance

Participants can design sensitive prevention components with clear protection and referral arrangements.

  • Sexual and reproductive health content matches age, law and policy
  • Pregnancy prevention messages include consent, contraception and service referral
  • Alcohol, tobacco and drug prevention targets risk factors and social norms
  • Violence prevention addresses bullying, corporal punishment, exploitation and dating abuse
  • Bystander intervention methods encourage safe reporting and peer support
  • Trauma-informed communication avoids blame, coercion and unnecessary disclosure

Participants can produce an implementation plan with roles, sequencing and readiness checks.

  • Work breakdown structure assigns activities, owners, dependencies and milestones
  • RACI matrix clarifies responsible, accountable, consulted and informed parties
  • School readiness assessment checks leadership commitment, facilities and staff capacity
  • Training plans distinguish orientation, skills practice, coaching and refresher support
  • Risk register records likelihood, impact, mitigation actions and owners
  • School calendars guide delivery around examinations, holidays and community events

Participants can establish practical monitoring and feedback arrangements for programme improvement.

  • Data collection plan schedules tools, respondents, responsibilities and quality checks
  • Routine data quality assessment tests completeness, timeliness and consistency
  • Student feedback mechanisms provide anonymous and accessible reporting channels
  • Disaggregated dashboards identify groups receiving weaker programme access
  • Plan-Do-Study-Act cycles test improvements using small-scale evidence
  • Learning reviews convert monitoring findings into documented management decisions

Participants can cost a programme and establish controls for quality and expansion.

  • Activity-based budgets separate personnel, materials, training, services and overheads
  • Unit cost calculations compare delivery options across schools and districts
  • Procurement specifications cover health materials, WASH supplies and educational resources
  • Quality assurance standards define minimum delivery and referral requirements
  • Supportive supervision plans combine observation, coaching and corrective action
  • Scale-up criteria assess fidelity, affordability, workforce capacity and local ownership

Participants can build, review and present a complete, costed school health programme design pack.

  • Programme problem statement supported by learner, school and service evidence
  • Theory of change reviewed against stated assumptions, risks and equity gaps
  • Education, service, safeguarding and community components assembled into one plan
  • Results framework and monitoring plan tested for feasibility and accountability
  • Implementation schedule, RACI matrix and budget aligned with available resources
  • Peer review uses quality criteria before final programme presentation

Exercises and examples are adapted to each cohort's sectors and roles.

What you take back to work

  1. School health needs assessment template
  2. Whole-school theory of change model
  3. Health education scope-and-sequence matrix
  4. Safeguarding and referral pathway checklist
  5. School health monitoring framework
  6. Costed programme implementation plan

Who should attend

  • School Health Coordinators — responsible for planning and coordinating school-based health activities
  • Public Health Officers — designing adolescent and community health interventions through schools
  • Education Ministry Officials — setting standards, policies and implementation guidance for school health
  • NGO Programme Managers — developing fundable youth health and protection programmes
  • School Principals and Administrators — strengthening health, safety and referral systems for learners
  • Health Education Specialists — creating age-appropriate curricula and teacher support materials

Skills and tools covered

School health designAdolescent needs assessmentTheory of changeHealth education planningSafeguarding referralsProgramme monitoring

Tools and standards

WHO Health Promoting Schools framework, FRESH framework, CDC Whole School, Whole Community, Whole Child model, UNESCO International Technical Guidance on Sexuality Education

How the course runs

Training methodology

The course uses short instructor briefings followed by school health cases, facilitated group work, planning simulations and individual application planning. Participants analyse learner profiles, school records, service maps and stakeholder scenarios before selecting priorities and designing responses. Safeguarding and referral content uses realistic case decisions without requiring personal disclosure. Teams review each other’s theories of change, education plans and monitoring frameworks against defined criteria. Facilitators provide structured feedback as participants assemble their own programme design pack.

Requirements and prerequisites

Participants should have experience in public health, education, social care, school administration, youth programmes or community development. Familiarity with basic programme planning, school systems or adolescent health issues is useful. Participants should be able to read simple health data tables and contribute to group planning discussions. Prior clinical training, epidemiology qualifications, teaching certification, advanced statistical skills and prior exposure to WHO school health frameworks are not required. The course explains the required planning tools and applies them through school-based cases.

A typical training day

08:30 – 10:30First session
10:30 – 10:45Refreshment break
10:45 – 12:30Second session
12:30 – 13:30Lunch and networking
13:30 – 15:00Third session
15:00 – 15:15Refreshment break
15:15 – 16:30Workshop and daily review

Live online deliveries follow the same structure in East Africa Time, with shorter screen blocks and longer breaks.

What the fee includes

  • Instruction by a practitioner facilitator
  • Full course workbook and materials
  • Exercise files, templates and case studies
  • Refreshments and lunch on classroom deliveries
  • Certificate of completion
  • Post-course application plan

Frequently asked questions

Participants should have some exposure to public health, education, youth work, school administration or community programmes. No clinical qualification, teaching licence or advanced monitoring and evaluation experience is required.

Bring any available school health policy, programme proposal, student health data, attendance information or referral directory from your setting. These materials are useful but not essential, as course cases and templates are provided.

It suits professionals who plan, manage, support or assess health and wellbeing activities for school-age children and adolescents. Participants may come from ministries, schools, health services, NGOs, development partners or social care agencies.

This course focuses on the operational realities of schools: education calendars, teacher roles, student participation, safeguarding, parent concerns and referral links with health facilities. General programme management methods are applied specifically to school and youth health interventions.

Participants develop a programme design pack that can be adapted for a school, school cluster, district or NGO project. The pack supports internal planning meetings, funding proposals, partner discussions and implementation preparation.

Each day runs from 08:30 to 16:30 and provides about 6.5 contact hours. The first part builds diagnosis and programme design skills, while the later part develops delivery, safeguarding, monitoring, budgeting and the final capstone presentation.

Questions about this course?

Ask about dates, fees, group bookings or running it for your team. Our training team replies by email.

Ask on WhatsApp info@skillsetdevelopment.com

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