Increased energy intake and insufficient exercise are known to lead to weight gain and, consequently, obesity. The obesogenic environment is the place where these two risks exist. Children and adolescents spend most of their day at school, so the preventive action of schools in preventing the development of an obese environment is extremely important. We wanted to find out what strategies schools have in preventing obesity and what are the attitudes and behaviours of teachers towards healthy lifestyles. The data were obtained by means of 25 interviews with principals, school meal organizers and sports activity leaders, as well as a survey of 133 teachers. The results of the interview survey showed that some schools have developed clear strategies for dealing with overweight and obese students. Pupils, together with parents or guardians, are involved in programmes and workshops to develop healthy lifestyles. School meal organizers design menus based on healthy eating guidelines and, if necessary, prepare diet menus for overweight and obese individuals. The menus are designed based on a letter from the selected pediatrician, who writes precise instructions regarding the preparation of meals and the recommended daily energy intake for the pupil. This form of planning a menu is not common in elementary schools. Sports educators try to adapt sports education hours to the abilities of all students, while at the same time advocating the introduction of additional sports hours per day for all students. Based on the results of the survey on teachers’ attitudes towards healthy lifestyles, we found that teachers are aware of the importance of ensuring healthy lifestyles among children and agree that they can influence changes in students’ eating habits. The key differences between the attitudes of classroom and subject teachers are that subject teachers are more likely to advocate diverse nutrition as one of the key factors for individual health and that it has a significant impact on the psychosocial and psychomotoric development of children, while classroom teachers are more likely to agree that they have support from school management to develop healthy eating habits for students. Behavioural results show that classroom teachers encourage students to exercise more often, perform health minutes (stretching exercises of individual parts of the body, squats, bends) and turn to a sports teacher for advice related to sports. The subject teachers strongly agree that daily physical activity contributes to greater concentration in the classroom and that consumption of energy drinks is harmful for children. Teachers who teach nutrition and sports content are more physically active and encourage students to engage in regular daily physical activity more often than classroom teachers. Based on the results obtained, we conclude that teachers should be made aware of the factors of obesity environment and encouraged to pass on healthy eating habits to pupils by example. Schools should pay more attention to monitoring the results of systematic examinations and annual systematic sports measurements of children and act in cases of overweight or obesity among pupils. Teachers should be trained to impart relevant knowledge on the subject and encouraged to develop personal and student attitudes and behaviours that support the reduction of the risk of obesity at school.
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