health education sheet

An official website of the United States government

Here’s how you know

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( Lock Locked padlock icon ) or https:// means you’ve safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Health Topics
• Drugs & Supplements
• Medical Tests
• Medical Encyclopedia
• About MedlinePlus
• Customer Support

Easy-to-Read Health Information

Find links to health information that is easier to read, understand, and use. These materials are designed to be clear and to follow best practices in health literacy. The links on this page are arranged alphabetically by health topic.

MedlinePlus identifies easy-to-read materials using this Health Education Materials Assessment Tool (PDF) .

Alzheimer's Disease

Aortic aneurysm.

• Talk to Your Doctor about Abdominal Aortic Aneurysm (Office of Disease Prevention and Health Promotion) Also in Spanish

Assistive Devices

• Assistive Devices: Positioning Aids (Slideshow) (Nemours Foundation) Also in Spanish
• Prevent Back Pain (Office of Disease Prevention and Health Promotion) Also in Spanish

Birth Control

Birth defects, blood clots, blood glucose.

• Manage Blood Sugar (Centers for Disease Control and Prevention) Also in Spanish
• Your Glucose Meter (Food and Drug Administration) Also in Spanish

Blood Thinners

• What Are Anticoagulants and Antiplatelet Agents? (American Heart Association) - PDF

Bone Diseases

Breastfeeding.

• Breastfeed Your Baby (Office of Disease Prevention and Health Promotion)

Cancer--Living with Cancer

Caregiver health.

• What Is Caregiver Burnout? (American Heart Association) - PDF
• What Are the Caregiver's Rights? (American Heart Association) - PDF

Cervical Cancer Screening

• Get Screened for Cervical Cancer (Office of Disease Prevention and Health Promotion) Also in Spanish

Child Abuse

• Abuse: What If I Need Help Right Now? (Nemours Foundation) Also in Spanish

Child Dental Health

• Take Care of Your Child's Teeth (Office of Disease Prevention and Health Promotion)

Child Development

Child mental health.

• Storm Stress: Helping Kids Stay Calm (Nemours Foundation) Also in Spanish
• What to Do When You Feel Lonely (Nemours Foundation)

Child Nutrition

• How to Add Balance to a Favorite Meal (Nemours Foundation) Also in Spanish

Colorectal Cancer

• Get Screened for Colorectal Cancer (Office of Disease Prevention and Health Promotion) Also in Spanish
• Oxygen Therapy: Traveling with Oxygen (American Lung Association)

Corns and Calluses

• Hair Dye and Hair Relaxers (Food and Drug Administration) Also in Spanish
• Tattoos and Permanent Make-Up (Food and Drug Administration) Also in Spanish

DASH Eating Plan

Diabetes complications, diabetes in children and teens, diabetes medicines.

• Dos and Don'ts of Proper Sharps Disposal (Food and Drug Administration)
• Insulin (Food and Drug Administration)

Diabetes Type 1

Diabetes type 2, diabetic diet.

• Carb Counting (Centers for Disease Control and Prevention)
• Diabetes Meal Planning (Centers for Disease Control and Prevention)

Diabetic Foot

Dietary supplements.

• Dietary Supplements: Tips for Women (Food and Drug Administration) Also in Spanish

Down Syndrome

• Q&A for Kids (National Down Syndrome Society)

Drug Reactions

Endometriosis.

• Endometriosis: Glossary of Terms (Boston Children's Hospital)

Evaluating Health Information

Exercise and physical fitness.

• Get Active (Office of Disease Prevention and Health Promotion)

Exercise for Children

Exercise for older adults.

• Contact Lens Care (Food and Drug Administration) Also in Spanish

Fibromyalgia

Guide to good posture, gum disease, hair problems, health literacy, health problems in pregnancy.

• Signs and Symptoms of Urgent Maternal Warnings Signs (Centers for Disease Control and Prevention) Also in Spanish

Health Screening

• Get Screened (Office of Disease Prevention and Health Promotion) Also in Spanish

Healthy Aging

• Protect Your Health as You Grow Older (Office of Disease Prevention and Health Promotion) Also in Spanish

Healthy Sleep

Heart attack.

• How Will I Recover from My Heart Attack? (American Heart Association) - PDF

Heart Disease in Women

• Heart Health for Women (Food and Drug Administration) Also in Spanish

Heart Diseases

Heart failure.

• How Can I Live with Heart Failure? (American Heart Association) - PDF Also in Spanish

Hepatitis A

Hepatitis b, hepatitis c.

• Hepatitis C Prevention and Control (Centers for Disease Control and Prevention)

High Blood Pressure

• High Blood Pressure (Hypertension) (Food and Drug Administration) Also in Spanish
• Get Tested for HIV (Office of Disease Prevention and Health Promotion)

HIV and Infections

Hiv in women.

• Women and HIV: Get the Facts on HIV Testing, Prevention, and Treatment (Food and Drug Administration) Also in Spanish

HIV Medicines

Hiv: prep and pep, how to prevent diabetes.

• Aim for a Healthy Weight (Office of Disease Prevention and Health Promotion) Also in Spanish

How to Prevent Heart Disease

• How Do I Change Recipes? (American Heart Association) - PDF

Infectious Arthritis

Ischemic stroke, juvenile arthritis, kidney failure, kidney stones, leg injuries and disorders, living with hiv, marfan syndrome, medication errors.

• Use Medicines Safely (Office of Disease Prevention and Health Promotion) Also in Spanish
• Using Medicines Wisely (Food and Drug Administration) Also in Spanish

Men's Health

• Men: Take Charge of Your Health (Office of Disease Prevention and Health Promotion) Also in Spanish

Nutrition for Older Adults

Obesity in children.

• Help Your Child Stay at a Healthy Weight (Office of Disease Prevention and Health Promotion) Also in Spanish

Over-the-Counter Medicines

Oxygen therapy, pacemakers and implantable defibrillators.

• What Is a Pacemaker? (American Heart Association) - PDF
• Talk to Your Kids about Sex and Healthy Relationships (Office of Disease Prevention and Health Promotion) Also in Spanish
• Talk to Your Kids about Tobacco, Alcohol, and Drugs (Office of Disease Prevention and Health Promotion) Also in Spanish

Piercing and Tattoos

Postpartum care, pregnancy and medicines.

• Medicine and Pregnancy (Food and Drug Administration) Also in Spanish

Pregnancy and Nutrition

Premature babies, prenatal care.

• Have a Healthy Pregnancy (Office of Disease Prevention and Health Promotion) Also in Spanish

Prostate Diseases

Pulmonary rehabilitation, quitting smoking.

• Quit Smoking (Office of Disease Prevention and Health Promotion) Also in Spanish
• Smoking -- Medicines to Help You Quit (Food and Drug Administration)

Radiation Therapy

• How Radiation Therapy Is Used to Treat Cancer (American Cancer Society) Also in Spanish

Sjogren's Syndrome

Skin cancer.

• Take Steps to Prevent Skin Cancer (Office of Disease Prevention and Health Promotion) Also in Spanish

Sleep Disorders

• Sleep Problems (Food and Drug Administration) Also in Spanish

Small Intestine Disorders

Sports injuries, sprains and strains.

• Manage Stress (Office of Disease Prevention and Health Promotion) Also in Spanish

Talking With Your Doctor

Teen mental health.

• Abusive Relationships (Nemours Foundation)
• How Can I Feel Less Lonely? (Nemours Foundation) Also in Spanish

Tooth Disorders

Underage drinking, understanding medical research, urinary incontinence, urinary tract infections.

• Get Vaccines to Protect Your Health (Adults Ages 19 to 49 Years) (Office of Disease Prevention and Health Promotion) Also in Spanish

Weight Control

Winter weather emergencies.

• Winter Storm Safety (American Red Cross) Also in Spanish

Women's Health

Women's health checkup.

• Get Your Well-Woman Visit Every Year (Office of Disease Prevention and Health Promotion) Also in Spanish

Official websites use .gov A .gov website belongs to an official government organization in the United States.

Secure .gov websites use HTTPS A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Exercise and Fitness

Learn about the health benefits of physical activity, and find resources like exercise logs, planners, and examples to help you stay consistent over time.

View sample exercise routines and videos. Remember to start slow if you are new to exercise, and talk to your doctor if you have concerns.

Explore tools to help you with your physical activity goals, including exercise planners, logs and progress tests.

If you're thinking, "How can I meet the guidelines each week?" don't worry. You'll be surprised by the variety of activities you have to choose from.

Learn how to exercise safely when you have a chronic health condition, such as dementia, arthritis, or chronic pain.

Learn about the benefits of exercise and physical activity for older adults. Plus, find detailed information on how to get started, exercise safely, and stay on track.

Discover tips for becoming more active as an older adult, including how to get started and set fitness goals. 

Looking to get back on track with your exercise routine? Check out these tips.

Find information on the benefits of physical activity, examples of moderate physical activity, and advice for beginners.

Learn about being active at any size while having fun and feeling good doing it.

Try these low or no-cost ideas for exercising without breaking the bank.

Provides information on physical activity and the body's use of calories as well as illustrations and definitions. Also in Spanish .

Find detailed information about the benefits of yoga for health and wellbeing.

View these fact sheets, posters, and videos for information on how to exercise safely during and after pregnancy.

The Physical Activity Guidelines for Americans provides evidence-based guidance to help Americans maintain or improve their health through physical activity.

Find advice on being active for individuals with disabilities. 

Learn what women who are pregnant should know before and during exercise.

Find a list of physical activities you can do indoors.

Watch this video to understand the differences between low, moderate, and vigorous intensity exercise.

Get active without spending money or going to a gym. Here's how.

Learn how to plan and implement a mall walking program for your community. 

AFP Patient Handouts

This collection includes patient information handouts that physicians can provide to their patients. Use the filters to sort by discipline or topic. You can also search by keyword for articles that include handouts. The collection includes handouts published in AFP since 1998; clinical judgment should be used when referring to handouts, especially older ones, as the validity of the medical information included cannot be guaranteed. 

Copyright © 2024 American Academy of Family Physicians. All Rights Reserved.

Health At Every Size®-Based Guides for Blame-Free, Shame-Free Explanations of Common Medical Conditions

Welcome to the home of HAES ® Health Sheets!

Accessing medical care is a process that is made difficult by the already challenging requirements of obtaining insurance, finding providers that accept it, and then finally carving out the time to make it to appointments., however, it is especially complicated, and often off-putting, when you live in a body that medical professionals immediately label as “unhealthy.”, when you live in a larger body, you are met with fatphobia and shaming from the very people you are there to receive treatment from. they fail to treat–or take seriously–the symptoms you are concerned with by focusing instead on your body size by suggesting that weight loss is your only treatment option., health at every size® is a paradigm and a movement that encourages health-promoting habits without focusing on weight as a measure of health, while also working toward ending size discrimination, the culture of dieting, and the belief that “thin” is the only acceptable body size., these sheets were created as a way to give weight-neutral, evidence-based care options for common health conditions., they are meant to be used by you, the patient, as reference materials to gain knowledge and advocate for yourself and others; and as resources for healthcare practitioners who are interested in creating more inclusive practices by gaining a better understanding of weight-neutral care options., we invite you to check out our growing library of health sheets, learn why we don’t recommend weight loss, and meet the project creators by clicking on one of the buttons below..

This project is supported in part by a grant from the Association for Size Diversity and Health

Your Medicines. Be safe, smart and well informed with these educational brochures and resources

In health care, being informed is essential to promoting positive outcomes. You are a key player in managing your health and your medicines. Be proactive in asking questions, seeking clarity and getting the information you want and need. The educational resources below can help get you on your way. These brochures and tip sheets are downloadable and can be reprinted and used for community events.

General Medicine Education Resources

• Your Medicine: Be Safe. Be Smart .
• Be MedWise Brochure: Use Over-The-Counter Medicines Wisely
• Be MedWise Brochure: Use Over-The-Counter Medicines Wisely (Spanish)
• Think It Through: a guide to managing the risks and benefits of medicine
• Understanding the “Drug Facts Label” on OTC Medicines – an infographic from Scholastic
• “You Know What’s in Your Medicine Cabinet, but Do You Know What’s in Your Medicines” – public service announcement from NCPIE and the FDA
• Must Ask Questions: What you need to ask your healthcare provider and pharmacist about your medicines
• 10 Terms to Know for Medication Safety: Side Effects, Interactions, Adherence and More
• Talk Before You Take: Discuss the benefits and risks of medicines
• 8 Simple Ways to Lower Prescription Drug Costs
• When You are Prescribed an “off label” medicine: what you need to know

See our  educational toolkit for all medicine users .

Medication List Tools and Wallet Cards

• “My Medications List” Wallet Card
• Make Notes & Take Notes to Avoid Medication Errors
• Personal Medical Data Wallet Card (Spanish)
• Talk Before You Take Pocket Guide

Medicine Storage & Disposal

• Do’s and Don’t of Medicine Disposal 
• Safe Disposal of Over-theCounter Pain Medications

For Older Adults and Caregivers

• 10 Tips to Help Remind You to Stay on Schedule with your Medicines
• 6 Ways to Help your Older Parents Use Medications the Right Way and Prevent Problems
• Are You in Pain? Older Adults and Pain Relievers
• Interactions, Adherence and Polypharmacy: 10 “MUST Know” terms to understand medicine safe use
• Juggling Multiple Medicines? What You Can Do to Stay Safe
• Medication Use Safety Training for Seniors: A National Education Initiative for Older Adults and Caregivers
• Talking About Cost. Don’t Let Medication Expenses Cut into Your Treatment
• Top Ten Medicine Tips When Caring for Older Adults

See our  educational toolkits for older adults  and our  educational toolkits for caregivers . 

For Parents

• Ask the Right Questions: Key Questions to Ask about the Medicines You and Your Family Members Take
• Medicine Safety for Families
• Talking to Your Kids about Prescription Drug Abuse (Educational Brochure for Parents)
• The FamilyWize eGuide for Safe Medicine Use at Home
• Top 10 Medicine Use Tips for Parents

See our  educational toolkit for parents . 

Medicine Abuse Prevention

• Brochure: Prescription Drug Abuse—Not worth the risk
• Helping Students Avoid Prescription Drug Abuse 
• Not Worth the Risk, Even If Its Legal (Educational Brochure for Teens)
• Talking to Your Patients About Prescription Drug Abuse
• You’re in Control: Using Prescription Medicine Responsibly

Materials for Adults

Physical activity has important health benefits for adults — but many people have a hard time fitting activity into their busy lives. The Move Your Way® campaign has resources that can help your audiences learn about the benefits and find activities that work for them.

Use these materials to help adults understand the amount and types of physical activity they need to be healthy.

• Fact sheets and posters
• Interactive tool
• Stories about physical activity and healthy eating
• Sample social media messages, graphics, and GIFs

All materials are available in English and Spanish.

Fact Sheets and Posters

You can display and distribute Move Your Way fact sheets and posters in health care settings, recreation facilities, workplaces, community centers, and more.

The Fact Sheet for Adults has information about why regular physical activity is important, what kinds of activity adults need, and how to get active.

Our  “Feel Better” Poster for Adults  emphasizes that physical activity can have immediate benefits.

Our  “Dance Moves” Poster for Adults  shows people dancing and having fun as a way to get physical activity.

Interactive Tool

Share our interactive tool to help people find ways to fit more physical activity into their lives.

The Move Your Way Activity Planner helps adults build a personalized weekly activity plan and offers tips for fitting activity into their daily routines. 

The Move Your Way Activity Planner web badge and widget encourage people to visit the tool and build their weekly plan. Add the web badge and widget to your website to guide your audiences to the tool .

Share these videos with tips to help people overcome common barriers to physical activity. You can also embed Move Your Way videos directly on your website or blog. Just copy and paste the code.

Tips for Getting Motivated has ideas for making it easier to get active — like finding a partner or developing a simple routine.

Watch the audio description version of Tips for Getting Motivated on YouTube.

Use this code for English-language websites:

Mira la versión del video "Consejos para motivarte" con audiodescripción en YouTube.

Use this code for Spanish-language websites:

Tips for Busy Days shows people how to get physical activity while doing chores and running errands.

Watch the audio description version of Tips for Busy Days on YouTube.

Mira la versión del video "Consejos para los días ocupados" con audiodescripción en YouTube.

Stories About Physical Activity and Healthy Eating

Physical activity and healthy eating each have great health benefits — and together, they’re even better. Share these stories to encourage people to take small steps toward creating healthier habits.

Jeff gets active on most days and is trying to eat healthier. Read Jeff's story.

Jeff está activo físicamente la mayoría de los días, y está tratando de comer más sanamente. Lee el relato sobre Jeff .  

Cheryl gets active with everyday tasks and saves time with meal prep and shopping smart.  Read Cheryl's story. 

Cheryl se mantiene activa físicamente con cada tarea diaria y ahorra tiempo en la preparación de sus comidas y comprando alimentos inteligentemente. Lee el relato sobre Cheryl.

Sample Social Media Messages, Graphics, and GIFs

Use these sample messages, graphics, and GIFs to reach adults in your community. You can adapt these messages to align with different events, priorities, and National Health Observances — like American Heart Month in February.

Twitter Content

Video links create a preview image on Twitter — no graphic needed!

Facebook Content

Video links create a preview image on Facebook — no graphic needed!

Move Your Way® and the Move Your Way logo are registered service marks of the U.S. Department of Health and Human Services. HHS encourages organizations and individuals to download, print, and distribute Move Your Way materials. You can swap out photos or add your organization’s logo through the CDC State and Community Health Media Center . If you have questions about using Move Your Way materials or want to create your own, please contact us .

The Office of Disease Prevention and Health Promotion (ODPHP) cannot attest to the accuracy of a non-federal website.

Linking to a non-federal website does not constitute an endorsement by ODPHP or any of its employees of the sponsors or the information and products presented on the website.

You will be subject to the destination website's privacy policy when you follow the link.

Reading & Math for K-5

• Kindergarten
• Learning numbers
• Comparing numbers
• Place Value
• Roman numerals
• Subtraction
• Multiplication
• Order of operations
• Drills & practice
• Measurement
• Factoring & prime factors
• Proportions
• Shape & geometry
• Data & graphing
• Word problems
• Children's stories
• Leveled Stories
• Sentences & passages
• Context clues
• Cause & effect
• Compare & contrast
• Fact vs. fiction
• Fact vs. opinion
• Main idea & details
• Story elements
• Conclusions & inferences
• Sounds & phonics
• Words & vocabulary
• Reading comprehension
• Early writing
• Numbers & counting
• Simple math
• Social skills
• Other activities
• Dolch sight words
• Fry sight words
• Multiple meaning words
• Prefixes & suffixes
• Vocabulary cards
• Other parts of speech
• Punctuation
• Capitalization
• Narrative writing
• Opinion writing
• Informative writing
• Cursive alphabet
• Cursive letters
• Cursive letter joins
• Cursive words
• Cursive sentences
• Cursive passages
• Grammar & Writing

Breadcrumbs

Download & Print From Only $1.79

Healthy habits worksheets

Eat right and exercise.

Students identify healthy foods and activities that are good exercise .

What is K5?

K5 Learning offers free worksheets , flashcards  and inexpensive  workbooks  for kids in kindergarten to grade 5. Become a member  to access additional content and skip ads.

Our members helped us give away millions of worksheets last year.

We provide free educational materials to parents and teachers in over 100 countries. If you can, please consider purchasing a membership ($24/year) to support our efforts.

Members skip ads and access exclusive features.

Learn about member benefits

This content is available to members only.

Join K5 to save time, skip ads and access more content. Learn More

• Forgot Password?

Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools

Health Education

ISSN : 0965-4283

Article publication date: 18 March 2020

Issue publication date: 4 June 2020

The purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.

Design/methodology/approach

The Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.

The final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.

Originality/value

The recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.

• Health Promoting Schools
• Social change
• Child and adolescent health
• School health promotion

Dadaczynski, K. , Jensen, B.B. , Viig, N.G. , Sormunen, M. , von Seelen, J. , Kuchma, V. and Vilaça, T. (2020), "Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools", Health Education , Vol. 120 No. 1, pp. 11-19. https://doi.org/10.1108/HE-12-2019-0058

Emerald Publishing Limited

Copyright © Kevin Dadaczynski, Bjarne Bruun Jensen, Nina Grieg Viig, Marjorita Sormunen, Jesper von Seelen, Vladislav Kuchma and Teresa Vilaça

Published in Health Education . Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at: http://creativecommons.org/licences/by/4.0/legalcode

1. The Health Promoting Schools approach and its development

The Ottawa Charter, adopted in 1986, was a milestone in the development of a holistic and positive understanding of health that requires actions at different levels, from healthy public policy to the development of personal skills, using different strategies, such as enabling and advocacy approaches ( WHO, 1986 ). The charter can also be regarded as marking the birth of whole-school approaches to health that have been established in Europe and internationally under the term Health Promoting Schools ( Stewart Burgher et al. , 1999 ).

A Health Promoting Schools reflects a holistic approach that moves beyond individual behaviour change by also aiming at organisational change through strengthening the physical and social environment, including interpersonal relationships, school management, policy structures and teaching and learning conditions. This approach can be seen as the result of overcoming traditional health education at school, which aimed to influence students' knowledge, attitudes and behaviour ( Clift and Jensen, 2005 ). In accordance with a social-ecological perspective, health is considered to be the result of a complex interplay of individual, social, socio-economic and cultural factors ( Dahlgreen and Whitehead, 1991 ). Since the early 1990, actions on school health promotion have been coordinated in national networks and the European network on Health Promoting Schools as a WHO supported network. The current work on school health promotion on a European level is organised through the Schools for Health in Europe Network Foundation (SHE), with national representatives from 36 countries.

Values of the Health Promoting Schools approach

Health Promoting Schools ensure equal access for all to the full range of educational and health opportunities. This in the long term makes a significant impact in reducing inequalities in health and in improving the quality and availability of lifelong learning.

Sustainability

Health Promoting Schools acknowledge that health, education and development are closely linked. Schools act as places of academic learning. They support and develop a positive view of pupils' future role in society. Health Promoting Schools develop best when efforts and achievements are implemented in a systematic and continuous way. Desirable and sustainable health and educational outcomes occur mostly in the medium or long term.

Health Promoting Schools celebrate diversity and ensure that schools are communities of learning, where all feel trusted and respected. Good relationships among pupils, between pupils and school staff and between school, parents and the school community are important.

Empowerment

Health Promoting Schools enable children and young people, school staff and all members of the school community to be actively involved in setting health-related goals and in taking actions at school and community level to reach the goals.

Health Promoting Schools are based on democratic values and practise the exercising of rights and taking responsibility.

Pillars of the Health Promoting Schools approach

Whole-school approach to health

Taking a participatory and action-oriented approach to health education in the curriculum;

Taking into account the pupil's own concept of health and well-being;

Developing healthy school policies;

Developing the physical and social environment of the school;

Developing life competencies and health literacy;

Making effective links with home and the community; and

Making efficient use of health services.

Participation

A sense of ownership is fostered by pupils, staff and parents through participation and meaningful engagement, which is a prerequisite for the effectiveness of health-promoting activities in schools.

School quality

Health Promoting Schools support better teaching and learning processes. Healthy pupils learn better, and healthy staff work better and have greater job satisfaction. The school's main task is to maximise educational outcomes. Health Promoting Schools support schools in achieving their educational and social goals.

School health promotion in Europe is informed by existing and emerging research and evidence focused on effective approaches and practice in school health promotion, both on health topics (such as mental health, eating and substance use) and on the whole-school approach.

Schools and communities

Health Promoting Schools engage with the wider community. They endorse collaboration between the school and the community and are active agents in strengthening social capital and health literacy.

Since the establishment of the European network of Health Promoting Schools, four European conferences on Health Promoting Schools have been organised. The resolution of the first conference, held in Thessaloniki, Greece, in 1997, stated that every child and young person in Europe had the right to be educated in a Health Promoting Schools and urged governments in all European countries to adopt the Health Promoting Schools approach ( ENHPS, 1997 ). The Egmont Agenda was published in 2002 as a result of the Second European Conference on Health Promoting Schools in The Netherlands and emphasised conditions, programming and evaluation as being essential to developing and sustaining Health Promoting Schools ( ENHPS, 2002 ).

Seven years later, the Third European Conference on Health Promoting Schools was held in Vilnius, Lithuania ( SHE Network, 2009 ). The conference and its resolution marked an important milestone in the development of the Health Promoting Schools approach by highlighting that education and health have shared interests and complement each other. Based on this, joint actions beyond sectoral responsibilities were urged.

The Fourth European Conference was held in Odense, Denmark, in 2013 and resulted in The Odense Statement, which recognised the core values and pillars of school health promotion as a strong contributor to the aims and objectives of the WHO policy framework for health and well-being in Europe, Health 2020 and the EU2020 strategy for inclusive and sustainable growth ( SHE Network, 2013 ).

2. Recent societal challenges

Since the establishment of the Health Promoting School approach in the late 1980s, the world has seen constant societal change, with progressively faster dynamics during recent years. The changes have not only altered substantially the conditions in which people grow up and live, but have also affected behaviours in relation to health, social cohabitation, learning and working. Wars and violence, often rooted in cultural and religious differences or political and economic crisis, and climate change alter significantly the environmental and societal determinants of health ( Mucci et al. , 2016 ; Watts et al. , 2019 ).

Often, it is countries that already are experiencing political and socio-economic instability that feel the effects most ( Reibling et al. , 2017 ). An increase in international migration, commonly in perilous circumstances for migrants and refugees ( Silove et al. , 2017 ), is the consequence, raising social tensions and challenges in many countries, some of which are undergoing political developments characterised by protectionism and isolationism that can partly be seen as a countermovement to the idea, values and principles of Europe ( Harteveld et al. , 2018 ).

In many cases, uncertainty has replaced political, economic, social and individual stability, raising concern and anxiety about the future in young people and adults. This has led to an unprecedented social (grassroots) movement of participation, primarily driven by young people who are demanding social, political, ecological and economic change ( O'Brien, Selboe and Hayward, 2018 ).

These developments should not be seen as being separate from school health promotion, the aim of which is to support young people to develop healthy and self-determined lifestyles and enable them to co-create their social, physical and ecological environments and the determinants of health positively and sustainably ( Clift and Jensen, 2005 ; Simovska and McNamara, 2015 ). As the conditions for growing up and living together change, the question arises of how schools, as places for health-related teaching, learning and development, need to adapt.

Where does the Health Promoting School approach stand today, more than 30 years after the Ottawa Charter on health promotion? Can the Health Promoting School, with its holistic orientation, deliver on its promise of addressing health inequalities and improving children's and young people's health, well-being and academic achievement? To what extent can school health promotion be implemented systematically in schools and be linked to local communities?

These and more questions were raised and discussed during the Fifth European Conference on Health Promoting School, culminating in recommendations for the future development of the Health Promoting School approach.

3. The Fifth European Conference on Health Promoting Schools

The Fifth European Conference on Health Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries.

A range of topics was addressed through more than 160 contributions and nine keynote presentations focusing on conceptual aspects of the Health Promoting School approach, implementation and dissemination and current social change processes, such as digitisation and heterogeneity.

Holistic approaches to school-based health promotion and health education (such as organizational change and environmental approaches to school health promotion and strategies to promote individual and organizational health literacy in schools);

Implementation and dissemination of school-based health promotion and health education (facilitators and barriers to implementing interventions in school-based health promotion and professional development and capacity-building of, for example, teachers, non-teaching school staff, school health services, parents and external professionals);

Networking and intersectoral collaboration in school-based health promotion and health education (schools as part of the wider community, and multisectoral partnerships at local, national and international levels);

Innovative approaches to dealing with heterogeneity, inclusion and special needs (pupils' and teachers' health in inclusive schooling, school-based health promotion and education for refugees, students with special needs and innovative approaches to school-based health services); and

Digital media and information and communications technology (ICT) in school health promotion and health education (practical approaches to ICT use in school-based health promotion and digital devices and media as a target for interventions and a means to promote health and well-being).

4. Recommendations for action

Be based on democratic processes and foster equal access, active involvement and participation;

Take into account the needs and background of all young people regardless of their gender, geographical, cultural and social background or religious beliefs: in that sense, a Health Promoting School can be seen as an inclusive school that celebrates heterogeneity and diversity as an enriching dimension for mutual learning, respect and acceptance;

Reflect a whole-school approach addressing different target groups and combining classroom activities with development of school policies, the physical, social and cultural environment of the school and the necessary capacities needed: we welcome new and established concepts and approaches within school-based health promotion, such as health literacy, salutogenesis, action competence and life skills, which should complement each other and be integrated in the holistic framework of the Health Promoting School approach; and

Be systematically linked with educational goals and school quality as part of a so-called add-in approach: based on rich evidence, a Health Promoting School can be regarded as a school that not only promotes and maintains health, but also strives for successful learning for pupils and working conditions for teaching and non-teaching staff, and involves parents and families in the school's daily life.

Urge all stakeholders in health and climate/sustainability education to work together systematically to support young people to grow up and live healthily and sustainably;

Urge all stakeholders to support and empower young people to raise their voice and make a lasting contribution to shaping a healthy and sustainable future for themselves and their fellow human beings;

Call for actions to link planetary health and the Health Promoting School approach more explicitly by, for instance, integrating the impact of human action on the environment and its health consequences into school curricula and everyday life; and

Call for realignment of health-promotion research agendas to address environmental challenges in, with and through schools.

All actors to move from a single-setting approach to an integrated multi-setting approach that systematically links actions at school level with actions in the local community: these actions should not be implemented in isolation, but in a coordinated fashion to create synergies and avoid discontinuities;

Intersectoral collaboration among different actors and professions, such as teachers, school health services and social and youth-care services: this requires professional development, and that existing local networks and their leadership capacities be strengthened to align sectoral policies and enable the development of a common vision and language; and

All actors to strengthen links with existing national and regional cooperation mechanisms, such as Health Promoting School networks and healthy city or healthy region networks, by pursuing joint objectives and actions.

A resource-oriented intervention approach (as described in the SHE values and pillars) be taken to tackle NCDs rather than a traditional top-down and disease-oriented approach, which normally dominates interventions related to risk factors;

Young people be viewed as part of the solution and not only as part of the problem of NCDs – we need to work with young people as powerful agents of healthy change and not as victims and recipients of risk factors;

A school environment that promotes healthy practices in areas like healthy eating, physical activity, social and emotional well-being and good hygiene be created; and

Commercial determinants are addressed by empowering young people to become critical and responsible citizens who are able to understand and critically reflect on media advertising and market mechanisms through, for instance, consumer education.

Call for evaluation approaches that reflect the complexity of the Health Promoting School by, for example, applying mixed-methods designs and considering graded health and educational outcomes;

Demand that the available scientific evidence be reviewed and evaluated using existing tools and be translated into recommendations for practical action;

Urge that a one-sided focus on outcomes research be augmented by focusing also on implementation to identify the conditions under which interventions can be effective, systematically linking both research perspectives; and

Call for systematic and strong partnerships between researchers and practitioners who develop and implement innovative interventions in school health promotion and those who conduct empirical surveys on child and adolescent health (such as the Health Behaviour in School-aged Children (HBSC) study) and the health of teaching and non-teaching staff. By sharing available social-epidemiological data, previously untried evaluation potential can be exploited.

Call on all actors in school health promotion to use the possibilities of digital media in the context of research, development, implementation and exchange of innovative interventions and good practice;

Urge all actors to use digital media as a supplement to, and not as a substitute for, non-digital (face-to-face) school health-promotion actions;

Call on all actors to ensure that the use of digital media does not lead to a step back to individual and behavioural prevention, but rather is used at organisational level to, for instance, build capacity, communicate with partners outside the school and promote low-threshold participation in change processes within the school; and

Call for actions to empower individuals and whole-school systems to deal effectively with health information complexity, including its critical assessment, selection and use and to take responsibility for providing suitable and reliable health information.

The Health Promoting School approach

Buijs , G.J. ( 2009 ), “ Better schools through health: networking for health promoting schools in Europe ”, European Journal of Education , Vol. 44 No. 4 , pp. 507 - 520 .

Clift , S. and Jensen , B.B. ( 2005 ), The Health Promoting School: International Advances in Theory, Evaluation and Practice , Danish University of Education Press , Copenhagen .

Dahlgren , G. and Whitehead , M. ( 1981 ), Policies and Strategies to Promote Social Equality in Health , Institute of Future Studies , Stockholm .

European Network of Health Promoting Schools (ENHPS) ( 2002 ), The Egmond Agenda. A New Tool to Help Establish and Develop Health Promotion in Schools and Related Sectors across Europe , available at: https://tinyurl.com/y2py8wzr ( accessed 19 November 2019 ).

European Network of Health Promoting Schools (ENHPS) ( 1997 ), “ Conference resolution ”, available at: https://tinyurl.com/wcunrec ( accessed 19 November 2019 ).

Harteveld , E. , Schaper , J. , De Lange , S.L. and Van Der Brug , W. ( 2018 ), “ Blaming Brussels? the impact of (news about) the refugee crisis on attitudes towards the EU and national politics ”, JCMS: Journal of Common Market Studies , Vol. 56 No. 1 , pp. 157 - 177 .

Mucci , N. , Giorgi , G. , Roncaioli , M. , Perez , J.F. and Arcangeli , G. ( 2016 ), “ The correlation between stress and economic crisis: a systematic review ”, Neuropsychiatric Disease and Treatment , Vol. 12 , pp. 983 - 993 .

O'Brien , K. , Selboe , E. and Hayward , B. ( 2018 ), “ Exploring youth activism on climate change: dutiful, disruptive, and dangerous dissent ”, Ecology and Society , Vol. 23 No. 3 , p. 42 .

Reibling , N. , Beckfield , J. , Huijts , T. , Schmidt-Catran , A. , Thomson , K.H. and Wendt , C. ( 2017 ), “ Depressed during the depression: has the economic crisis affected mental health inequalities in Europe? findings from the European social survey (2014) special module on the determinants of health ”, The European Journal of Public Health , Vol. 27 Suppl 1 , pp. 47 - 54 .

Schools for Health in Europe (SHE) Network ( 2013 ), “ The Odense Statement. Our ABC for equity, education and health ”, available at: https://tinyurl.com/rk8rh5e ( accessed 19 November 2019 ).

Schools for Health in Europe (SHE) Network ( 2009 ), “ Better schools through health: the Third European Conference on Health Promoting Schools. Vilnius resolution ”, available at: https://tinyurl.com/qskr692 ( accessed 19 November 2019 ).

Silove , D. , Ventevogel , P. and Rees , S. ( 2017 ), “ The contemporary refugee crisis: an overview of mental health challenges ”, World Psychiatry , Vol. 16 No. 2 , pp. 130 - 139 .

Simovska , V. and McNamara , P. (Eds) ( 2015 ), Schools for Health and Sustainability , Springer , Dordrecht .

Stewart Burgher , M. , Barnekow , V. and Rivett , D. ( 1999 ), The European Network of Health Promoting Schools. The Alliance of Education and Health , WHO Regional Office for Europe , Copenhagen .

Watts , N. , Amann , M. , Arnell , N. , Ayeb-Karlsson , S. , Belesova , K. , Boykoff , M. , … and Chambers , J. ( 2019 ), “ The 2019 report of the Lancet Countdown on health and climate change: ensuring that the health of a child born today is not defined by a changing climate ”, The Lancet , Vol. 394 No. 10211 , pp. 1836 - 1878 .

WHO ( 2016 ), Declaration: Partnerships for the Health and Well-Being of Our Young and Future Generations. Working Together for Better Health and Well-Being: Promoting Intersectoral and Interagency Action for Health and Well-Being in the WHO European Region , WHO Regional Office for Europe , Copenhagen .

WHO ( 1986 ), “ Ottawa Charter for Health Promotion ”, available at: https://tinyurl.com/mohfbn6 ( accessed 19 November 2019 ).

Acknowledgements

This publication has received funding under an operating grant from the European Union's Health Programme.

Corresponding author

Related articles, all feedback is valuable.

Please share your general feedback

Report an issue or find answers to frequently asked questions

Contact Customer Support

[email protected]

Moscow statement

The moscow statement: health, wellbeing and education: building a sustainable future.

The 5th European Conference on Health Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries.

A range of topics was addressed through more than 160 contributions and nine keynote presentations focusing on conceptual aspects of the Health Promoting School approach, implementation and dissemination, and current social change processes, such as digitization and heterogeneity. As a result of the research and case studies presented and discussions among conference participants, the following recommendations for action have been developed. They are addressed to all actors in governmental, nongovernmental and other organizations at international, national and regional levels, engaging with schools and/or school health promotion.

The Moscow statement (English version)

The Moscow statement (Italian version)

The Moscow statement (Polish version)

The Moscow statement (Russian version)

Article on the Moscow conference statement : "Health, well-being and education: Building a sustainable future. The Moscow statement on Health Promoting Schools"

WHO: Moscow conference report (English)

WHO: Moscow conference report (Russian)

Transforming the understanding and treatment of mental illnesses.

Información en español

Celebrating 75 Years! Learn More >>

• Health Topics
• Brochures and Fact Sheets
• Help for Mental Illnesses
• Clinical Trials

Attention-Deficit/Hyperactivity Disorder: What You Need to Know

• Download PDF

What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder marked by persistent symptoms of inattention, hyperactivity, and impulsivity. Some people mostly have symptoms of inattention. Others mostly have symptoms of hyperactivity and impulsivity. Some people have both types of symptoms.

Symptoms begin in childhood and can interfere with daily life, including social relationships and school or work performance. ADHD is well-known among children and teens, but many adults also have the disorder. Effective treatments are available to manage symptoms.

What are the symptoms of ADHD?

People with ADHD may experience an ongoing pattern of:

• Inattention : Difficulty paying attention
• Hyperactivity : Showing too much energy or moving and talking too much
• Impulsivity : Acting without thinking or having difficulty with self-control

Signs of inattention can include frequent difficulty with :

• Paying attention to details, leading to careless mistakes at school, work, or during other activities
• Concentrating on tasks or activities, for instance, while having conversations, taking tests, completing assignments, or reading papers
• Listening when spoken to directly
• Following instructions or finishing tasks at school, work, or home
• Organizing tasks and activities, managing time, and meeting deadlines
• Completing tasks that require sustained attention, such as homework, large projects, and complicated forms
• Losing things, such as backpacks, books, keys, wallets, and phones
• Getting easily distracted by unrelated thoughts or stimuli
• Forgetting about daily activities, such as chores, errands, and events, or other important things, like assignments, appointments, and phone calls

Signs of hyperactivity and impulsivity can include often :

• Fidgeting, tapping hands or feet, or squirming while seated
• Moving around when expected to remain seated, such as in the classroom or office, or feeling restless in these situations
• Running, climbing, or moving around at times when it is not appropriate
• Being constantly “on the go” and acting as if driven by a motor
• Being unable to quietly play or take part in hobbies and activities
• Talking excessively
• Answering questions before they are fully asked or finishing other people’s sentences
• Struggling to wait or be patient, such as when playing a game or waiting in line
• Interrupting or intruding on others, for example, in conversations, games, or meetings

What causes ADHD?

Researchers are not sure what causes ADHD, although many studies suggest that genes play a large role. Like many other disorders, ADHD probably results from a combination of factors.

In addition to genetics, researchers are looking at differences in brain development and neurobiology among people with ADHD compared to those without the disorder. They are also studying environmental factors that might increase the risk of developing ADHD, including brain injuries, nutrition, and social environments.

How is ADHD diagnosed?

Based on their specific symptoms, a person can be diagnosed with one of three types of ADHD:

• Inattentive : Mostly symptoms of inattention but not hyperactivity or impulsivity
• Hyperactive-impulsive : Mostly symptoms of hyperactivity and impulsivity but not inattention
• Combined : Symptoms of both inattention and hyperactivity and impulsivity

ADHD symptoms must begin in childhood (before age 12). Symptoms often continue into the teen years and adulthood. The criterion for a diagnosis differs slightly based on age. 

• Children up to 16 years must show at least six symptoms of inattention, hyperactivity and impulsivity, or both.
• Adults and youth over 16 years must show at least five symptoms of inattention, hyperactivity and impulsivity, or both.

To be diagnosed with ADHD, a person’s symptoms must also:

• Occur for at least 6 months
• Be present in two or more settings (for example, at home, at work, in school, or with friends)
• Interfere with or impair social, school, or work functioning

Stress, sleep disorders, anxiety, depression, and other physical conditions or illnesses can cause similar symptoms to those of ADHD. A health care provider needs to do a thorough evaluation to determine the cause of symptoms, make a diagnosis, and identify effective treatments.

Primary care providers sometimes diagnose and treat ADHD, or they may refer the person to a mental health professional. During an evaluation, a provider usually:

• Examines the person’s mental health and medical history, including their mood and past or current health conditions.
• Looks at the person’s current or, if an adult, childhood behavior and school experiences. To obtain this information, the provider may ask for permission to talk with family, friends, partners, teachers, and others who know the person well and have seen them in different settings to learn about behaviors and experiences at home, school, or elsewhere.
• Uses standardized behavior rating scales or ADHD symptom checklists to determine whether the person meets the criteria for a diagnosis of ADHD.
• Administers psychological tests that look at cognitive skills, such as working memory, executive functioning (abilities such as planning and decision-making), visual and spatial abilities, or reasoning. Such tests can help identify psychological or cognitive (thinking-related) strengths and challenges and identify or rule out possible learning disabilities.

Does ADHD look the same in everyone?

Anyone can have ADHD. However, boys and men tend to display more hyperactive and impulsive symptoms, while girls and women are more likely to be diagnosed with inattentive ADHD.

ADHD can also be diagnosed at any age, although symptoms must have begun in childhood (before age 12). Adults with ADHD often have a history of problems with school, work, and relationships.

ADHD symptoms may change as a person gets older.

• Children show hyperactivity and impulsivity as the most common symptoms. As academic and social demands increase, symptoms of inattention often become more prominent and begin to interfere with academic performance and peer relationships.
• Adolescents usually show less hyperactivity and may appear as restless or fidgeting. Symptoms of inattention and impulsivity typically continue and may cause academic, organizational, or relationship challenges. Teens with ADHD are more likely to engage in impulsive, risky behaviors, such as substance use and unsafe sexual activity.
• Adults, including older adults , can show inattention, restlessness, and impulsivity, although, in some people, those symptoms become less severe and less impairing. They may also be irritable, have a low tolerance for frustration and stress, or experience frequent or intense mood changes.

Some adults may not have been diagnosed with ADHD when younger because their teachers or family did not recognize the disorder, they had a mild form of the disorder, or they managed well until experiencing the demands of adulthood. But it is never too late to seek a diagnosis and treatment for ADHD and other mental health conditions that may co-occur with it. Effective treatment can make day-to-day life easier for people with ADHD and their families.

How is ADHD treated?

Although there is no cure for ADHD, current treatments may help reduce symptoms and improve functioning. Common treatments for ADHD are medication, psychotherapy, and other behavioral interventions. For children, treatment often includes parent education and school-based programs.

Researchers are studying new treatments for people with ADHD, such as cognitive training and neurofeedback. These options are usually explored only after medication and psychotherapy have already been tried. For many people, treatment involves a combination of elements.

Stimulants are the most common type of medication used to treat ADHD, and research shows them to be highly effective. They work by increasing levels of brain chemicals involved in thinking and attention.

Like all medications, stimulants can have side effects and must be prescribed and monitored by a health care provider. Tell the provider about other medications you or your child are taking. Medications for common health problems, such as diabetes, anxiety, and depression, can interact with stimulants, in which case, a provider can suggest other medication options.

Health care providers sometimes prescribe nonstimulant medications like antidepressants to treat ADHD. However, the U.S. Food and Drug Administration (FDA) has not approved these medications specifically for ADHD. Sometimes, a person must try several different medications or dosages before finding the one that works for them.

Learn more about  stimulants and other mental health medications . You can learn more about specific medications, including the latest approvals, side effects, warnings, and patient information, on the  FDA website  .

Psychotherapy and behavioral interventions

Psychological interventions for ADHD can take many forms and be combined with medication and other elements for parents, families, and teachers. Adding therapy to an ADHD treatment plan can help some people better cope with daily challenges, gain confidence, or manage impulsive and risky behaviors.

Therapy is especially helpful if ADHD co-occurs with other mental disorders, such as anxiety, depression, conduct problems, or substance use disorders. Learn about  other mental disorders .

Several psychosocial interventions have been shown to help manage symptoms and improve functioning.

• Behavioral therapy  helps a person change their behavior. It might involve practical assistance, such as organizing tasks or completing schoolwork, learning social skills, or monitoring one’s behavior.
• Cognitive behavioral therapy  helps a person become aware of attention and concentration challenges and work on skills to improve focus and organization and complete daily tasks (for instance, by breaking large tasks into smaller, more manageable steps).
• Family and marital therapy  helps family members learn to handle disruptive behaviors, encourage behavior changes, and improve interactions with children and partners.

Some people find it helpful to get support from a professional life coach or ADHD coach who can teach them skills to improve daily functioning.

Learn more about  psychotherapy .

Parent education and support

Therapy for children and teens requires parents to play an active role. Treatment sessions with the child alone are more likely to be effective for treating symptoms of anxiety or depression that may co-occur with ADHD than for managing core symptoms of the disorder.

Mental health professionals can educate parents about the disorder and how it affects a family. They also can help parents develop new skills, attitudes, and ways of relating to their child. Examples include parenting skills training, stress management techniques for parents, and support groups that help parents and families connect with others who have similar concerns.

School-based programs

Many children and teens with ADHD benefit from school-based behavioral interventions and academic accommodations. Interventions include behavior management plans or classroom-taught organizational and study skills. Accommodations include preferential seating in the classroom, reduced classwork, and extended time on tests and exams. Schools may provide accommodations through what is called a 504 Plan or, for children who qualify for special education services, an Individualized Education Plan (IEP). 

Learn more about special education services and the  Individuals with Disabilities Education Act  .

Cognitive training

Cognitive training approaches involve repeatedly using a program or activity over several weeks to improve specific functions, such as memory or attention. Exercises are tailored to the person’s ongoing performance.

Cognitive training is shown to modestly improve the tasks being practiced. For instance, research shows the training can help memory, attention, inhibition, planning, and cognitive flexibility in people with ADHD. However, these improvements don’t usually translate to changes in core ADHD symptoms of impulsivity and hyperactivity.

Neurofeedback

Neurofeedback is a noninvasive technique in which an electronic device monitors and records a person’s brain activity, providing them with immediate feedback to support self-regulation. The device measures brain activity through such means as EEG or fMRI scans and feeds the information back to the person, usually in the form of a computer screen or visual cue. Through this feedback, people learn to self-regulate their brain activity to directly alter the associated behavior. The assumption is that, with repeated, real-time information, people can change their internal brain activity, with observable effects on behavior and cognition.

For people with ADHD, neurofeedback is used to train and improve specific cognitive functions. Although it is shown to help reduce some ADHD symptoms, the effects of neurofeedback remain lower than those seen from medication and psychotherapy. Additional research is needed to refine the treatment and determine for whom it works and under what conditions.

Complementary health approaches

Some people may explore complementary health approaches to manage symptoms of ADHD. These can include natural products, vitamins and supplements, diet changes, and acupuncture. Others find it helpful to make lifestyle changes, like adding more physical exercise to their daily schedule.

Unlike psychotherapy and medication that are scientifically shown to improve ADHD symptoms, complementary health approaches generally have not been found to treat ADHD effectively and do not qualify as evidence-supported interventions.

Find more information from the  National Center for Complementary and Integrative Health  . 

How can I find help?

If you’re unsure of where to get help, a health care provider is a good place to start. They can refer you to a qualified mental health professional, such as a psychologist, psychiatrist, or clinical social worker, who can help figure out the next steps. Find tips for talking with a health care provider about your or your child’s mental health.

The Centers for Disease Control and Prevention (CDC)  has information about ADHD symptoms, diagnosis, and treatment, as well as additional resources for families and providers.

You can learn more about getting help on the NIMH website. You can also learn about finding support  and locating mental health services  in your area on the Substance Abuse and Mental Health Services Administration (SAMHSA) website.

How can I help myself?

Medication and therapy are the most effective treatments for ADHD. Other strategies may also help manage symptoms.

• Get regular exercise, especially when feeling hyperactive or restless.
• Eat regular, healthy meals.
• Get plenty of sleep. Try to turn off screens at least 1 hour before bedtime and get between 7–9 hours of sleep every night.
• Stick to a consistent routine.
• Work on time management and organization. Prioritize time-sensitive tasks and write down assignments, messages, appointments, reminders, and important thoughts.
• Take short breaks during tasks that require sustained attention to help maintain focus and prevent burnout. Break large tasks into smaller, more manageable steps.
• Connect with people and maintain relationships. Schedule activities with friends, particularly supportive people who understand your challenges with ADHD.
• Take medications as directed. Avoid alcohol, tobacco, and drugs not prescribed for you.

How can I help my child?

• Be patient, flexible, and understanding. ADHD can be frustrating both for people who have it and the people in their lives. ADHD may make it hard for your child to perform certain tasks or behaviors. Some children may need to use different strategies to help them succeed.
• Use clear, simple, direct language to explain rules and expectations. Reward behaviors that meet these expectations with positive reinforcement. Provide consistent praise or rewards for acting in a desired way.
• Offer practical help, such as on tasks like cleaning and organizing, or simply be present and engaged while your child works, which can give them a sense of accountability and motivation and help them stay focused and on track.
• Provide opportunities to explore different activities and interests. Help your child discover their unique talents and build confidence in their abilities.

What are clinical trials and why are they important?

Clinical trials are research studies that look at ways to prevent, detect, or treat diseases and conditions. These studies help show whether a treatment is safe and effective in people. Some people join clinical trials to help doctors and researchers learn more about a disease and improve health care. Other people, such as those with health conditions, join to try treatments that aren’t widely available.

NIMH supports clinical trials across the United States. Talk to a health care provider about clinical trials and whether one is right for you. Learn more about participating in clinical trials .

For more information

Learn more about mental health disorders and topics . For information about various health topics, visit the National Library of Medicine’s MedlinePlus   .

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES National Institutes of Health NIH Publication No. 24-MH-8300 Revised 2024

PU BS Merit List 2024

The University of the Punjab Lahore announced admissions for undergraduate degree programs. Admissions are open for BS 1st semester, 5th Semester, Morning, and evening programs. PU 1st Merit List 2024 is announced today on August 12, 2024. The merit will be calculated based on the entry test, FA/FSc 1st year results, and matric results. PU's last merit list of all Bachelor's degree programs including BS 5th semester, morning and evening programs is given below so that you can calculate your chances of admission at the University of Punjab, Lahore.

PU 1st Merit List 2024 for all undergraduate programs is available at  https://admissions.pu.edu.pk/admissions/applicant/meritlist

Please note that due to the inclusion of Entry test marks, and the PU entry test, the merit may vary by 1-2 percent this year. Last year, Punjab University Lahore required HEC Undergraduate Studies Admission Test (USAT) for admission, but this year, PU is conducting its own admission test.

PU Merit List Schedule 2024

• First Merit List: August 12, 2024
• Last date of Fee Deposit: August 15, 2024
• Second Merit List: August 16, 2024
• Last date of Fee Deposit: August 19, 2024
• Third Merit List: August 21, 2024
• Last date of Fee Deposit: August 23, 2024
• Fourth Merit List: August 26, 2024
• Last date of Fee Deposit: August 28, 2024
• Fifth Merit List: August 29, 2024
• Last date of Fee Deposit: August 30, 2024

Punjab University BS Last Merit List

Please find below the final merit list for the 1st & 5th Semesters of the academic Year-2023-24. Admission Schedule (Regular/Self  Supporting/Afternoon/Evening/Replica) Programs

Faculty of Arts & Humanities

Faculty of Behavioral & Social Sciences

Faculty of Information and Media Studies

Faculty of Commerce

Faculty of Business, Economics & Administrative Sciences

Faculty of Electrical, Energy & Environmental Engineering

Faculty of Quality & Industrial System Engineering

Faculty of Chemical and Materials Engineering

Faculty of Law

Faculty of Education

Faculty of Geo-Science

Faculty of Islamic Studies

Faculty of Pharmacy

Faculty of Life Sciences

Faculty of Agricultural Sciences

Faculty of Oriental Learning

Faculty of Science

Faculty of Computing & Information Technology

Gujranwala Campus

Jhelum Campus

Explore Other Options

• General News
• School Management
• Job Hunting
• Examinations

Related News

• Weird But True
• Sex & Relationships
• Viral Trends
• Human Interest
• Fashion & Beauty
• Food & Drink
• Personal Care
• Health & Wellness
• Amazon Sales
• Why Trust Us
• StackCommerce

trending now in Shopping

We tried 28+ shampoos for 4 years, and these are the *ultimate...

Keep your keys safe from NYC subway rats with this AirTag keychain

Here are the best walking shoes for women, according to a...

Shop Amazon's 39 best deals this week: AirPods, DeWalt, more on...

Does HP Instant Ink solve your printing problems? Read our review

Veterinarians give expert advice on the best small-breed dog food...

The 23 best sulfate-free shampoos we tested for a gentle cleanse...

Out of the 55 eye creams we reviewed, these are the 29 best for...

Enjoy these lefty school essentials on national left handers day.

It’s a righties world, and we’re all living in it.

Roughly 90% of people living in Western countries are right-hand dominant. Lefties know the everyday struggles that come with being born into a world that designs almost everything for right-handed people.

To help try and make things a little more right for lefties, August 13 has been named National Left Handers Day . On this day, we’re asked to think about all the things righties might take for granted — like grabbing a measuring cup or strumming a guitar.

“August 13th is a chance to tell your family and friends how proud you are of being left-handed, and also raise awareness of the everyday issues that lefties face as we live in a world designed for right-handers,” a message on the National Left Handers Day site reads.

For lefties, the start of the school year is one time that could require a learning curve. Many school supplies are made specially for righties — from spiral notebooks to pens , scissors , rulers , and more. Due to the lack of adequate support, lefties might struggle with right-to-left writing systems, suffer from hand cramps, or require additional time to complete the same tasks as their fellow students.

But, that doesn’t mean 10% of the class should be left in the dust. In honor of lefties, we’ve rounded up a list of all the handy back-to-school essentials built just for you!

I May Be Left Handed But I Am Always Right Mug

You can give your favorite lefty a cup of coffee and a little laugh to get them in the right mood before school. This ceramic mug has an iconic righty jab right over the front and backside, so you never forget which side of the hand-dominance debate you’re on.

Fiskars All-Purpose Left-Handed Scissors

Forget the awkward grips, frustration, and cutting mishaps. Fiskar left-handed scissors are designed with “reversed” blades, which offers lefties a more natural feel and lets them see where they’re cutting. The precise stainless steel cuts through everything from silk to denim, so they’re dependable for a variety of projects.

Razer Basilisk V3 Wired Optical Gaming Mouse

If you’ve never heard of a left-handed gaming mouse, it’s time to get familiar. Millions of lefties love this light-up mouse for its ergonomic design and supportive thumb rest, which are ideal for positioning and movement. It’s even equipped with 11 programmable buttons for essential actions like push-to-talk, ping, and more.

Roaring Spring Lefty Wirebound Spiral Left-Handed Notebook

Writing in a notebook might seem simple to a righty, but lefties understand the frustration of that wire spiral digging underneath their wrist. This spiral comes with 100 sheets of wide-ruled papers, and the spiral is set on the right side so it won’t interfere with left-handed writing.

Maped Visio Left-Handed Quick-Drying Ballpoint Pen

Yes, palm pain is real — just go to the review section and find out yourself. Customers have mentioned these left-handed pens have eased their discomfort, reduced smearing, dramatically improved their handwriting, and allowed them to see what they are writing.

Lefties Rule Left-Handed Metal Ruler

Sick of reading rulers upside down? Lefties rule has your fix. The brand has explained these popular lefty measuring instruments are “designed with South Paws in mind” and “make measuring less frustrating and more efficient.” Plus, it boasts a pretty cool design on the front and back.

Left Handed Deluxe Folio

We’ve finally found a lefty planner, and it’s a little piece of lefty luxury. The Deluxe Folio is offered for both right and left-handers with a polished, yet functional design that fits all your essentials. There’s an ID window, two card slots, two smaller pockets, and two paper pockets to hold all your school or work essentials.

Hunting for a headline-worthy haul?  Keep shopping with Post Wanted .

Why Trust Post Wanted by the New York Post

For over 200 years, the New York Post has been America’s go-to source for bold news, engaging stories, in-depth reporting, and now, insightful shopping guidance . We’re not just thorough reporters – we sift through mountains of information, test and compare products , and consult experts on any topics we aren’t already schooled specialists in to deliver useful, realistic product recommendations based on our extensive and hands-on analysis. Here at The Post, we’re known for being brutally honest – we clearly label partnership content, and whether we receive anything from affiliate links, so you always know where we stand. We routinely update content to reflect current research and expert advice, provide context (and wit) and ensure our links work. Please note that deals can expire, and all prices are subject to change.