Education “can undoubtedly improve the socio-economic benefits of individuals and enhance social progress. Overall, more educated individuals are more likely than less educated individuals to work, be in good health, lead healthier lives, participate more actively in society and withdraw more great satisfaction of their existence “(OECD). Although cause and effect links are still poorly understood, the education issues are extremely clear and deserve the greatest attention. Thus, the lack of interest in public affairs and obesity in today’s society accentuates inequalities in society.
In this context, education is one of the main contributors to social progress. In particular, it has the power to reinforce a series of skills. “Cognitive skills are important, but social and emotional skills, such as perseverance, self-control, and resilience, are equally important. All these skills need to be strengthened so that individuals and societies prosper “(OECD).
Thus, it comes back to questioning some of the non-economic components of well-being and social progress. Psycho-social skills, the development of a culture of initiative, responsibility, commitment, autonomy, and cooperation seem to be priorities in supporting educational research.
Health-in its three dimensions (physical, mental and social)-is closely linked to the lifestyle whose main factors are: physical activity, diet, sleep, body image, social environment (SES data, gender, ethnicity), education, social and environmental factors (place of abode) that are unique in Oceania. Indeed, in New Caledonia as in many Pacific islands, there are two very different ways of life: rural life and urban life. Rural life corresponds to life in “La Brousse”, the “Bush” that is to say, all municipalities except those of “Grand Nouméa”. It also includes tribal life in which people live in the “traditional” way. Urban life, meanwhile, encompasses all the communes of “Grand Nouméa”, where all aspects of city life coexist. Lifestyle is mainly characterized by a lack of physical activity and inadequate nutrition. These factors form the basis of overweight and obesity, and promote or aggravate cardiovascular diseases or diabetes, which account for respectively 17.3 million and 1.3 million deaths worldwide (WHO).
The adaptation of health education programs should take into account the cultural, social and psychological diversity of New Caledonia’s adolescents. In neighboring countries such as New Zealand, a community-based approach to the prevention of overweight has already been proposed.
The purpose of our research is therefore: 1- to assess the issue of overweight young people and identify the part of the behavioral risk factors related to the way of life 2- to be interested in well-being (psychosocial skills such as autonomy, perseverance, critical thinking, responsibility, initiative, cooperation) during schooling. 3- to innovate through connected health (e-health) in a school context