The problems associated with unhealthy habits in childhood and youth pose a challenge for society due to the health, educational and social problems. There is international consensus that lack of physical activity, poor diet and inadequate use of health services are related to overweight, obesity and health problems, as well as having educational, relational and mental health implications (WHO, 2021). In Spain, recent studies have revealed that 33.4% of children and youth, between the ages of 8 and 16, are overweight, broken down into 21.6% who are overweight, 11.8% who are obese and 1.5% who are severely obese (Gasol F., 2023). 

In environments at risk of exclusion, the problem is more serious because the data shows a greater and more intense likelihood of health, educational and social problems (Bersamin et al., 2016). In the case of some cultural minorities, such as the Roma population, the data shows that there is still much to be done to achieve equality. The exclusion of the Roma in the field of health is up to three times greater than that of the rest of the population. For example, both in Spain and in Europe, there is a higher infant mortality rate and a lower life expectancy rate.

Research shows that certain malnutrition is related to socioeconomic factors associated with social exclusion. Therefore, the implementation of programmes aimed at extending and broadening community awareness of healthy behaviours and reducing the burden of individual responsibility can benefit child health (Sárvary et al., 2019).

Scientific research and international institutions, such as the WHO or the UN, recommend increasing early prevention efforts, so education and actions developed in schools represent an opportunity for improvement through the implementation of intervention programmes (Fullman et al., 2017). Intervention programmes have shown successful results, with conditions for the implementation of physical activity, nutritional habits and school medical care, based on multidisciplinary school policies, with actions developed in the physical and social environment close to the students and with family and community links (Lee et al., 2019).

There is increasing evidence of the actions that schools can promote to improve access to health information in communities at risk of exclusion. Schools organised as Learning Communities can be ideal spaces to facilitate improvements in the healthcare of children and their families. Learning Community schools are characterised by their commitment to including all voices in the organisation of the school, as well as scientific communication on relevant issues addressed in the educational community. To this end, they work with what the scientific literature has identified as Successful Educational Actions (Flecha, 2022). One of these schools currently stands out for its contribution to the health of its pupils by introducing the Healthy Project, a programme aimed at improving children's health, in terms of nutritional habits and physical activity.

The Healthy Project was designed by the Probitas Foundation in collaboration with the school under study. The Probitas Foundation has been working on health projects and with vulnerable groups since 2008. The outstanding impact of the Healthy Project has led to a scientific evaluation of its impact in order to identify indicators of successful transferability to other socio-educational contexts.

This contribution shows the evaluation of the social impact of the Healthy project in a Learning Community school located in Valencia. On the one hand, the improvement in the children's health is analysed and, on the other hand, which school activities and which activities of the Healthy project are contributing most significantly to its impact. The contributions of this analysis can help to transfer successful school health projects to different schools in Spain and Europe.

The methodology used is the Communicative Methodology. This approach, developed by the CREA (Community of Researchers on Excellence for All) research group, has been showing results of social impact for around 50 years, including 5 projects in the European framework, such as WORKALÓ, aimed at the Roma community (Munté-Pascual et al., 2022). One of its principles is the incorporation of scientific knowledge into a constant and equal dialogue with citizens. This methodology is leading innovations in this respect at the international level by introducing dialogue with the citizens under study in the creation of scientific knowledge throughout the research process, as well as in the evaluation of social impact and in scientific communication. One of the most outstanding contributions of this methodology has been the identification of transformative realities, as well as pseudoscientific theories that are having negative consequences for society (Soler-Gallart & Flecha, 2022). The techniques used for data analysis in this study consist of: a documentary analysis of secondary data from the school between March 2021 and January 2024, questionnaires of communicative approach to students (138), interviews with students, teachers, families and other agents (14), focus groups (2 with students and 1 with health and education professionals) and 1 advisory council with a diversity of community representatives. The data collected has been analysed with reference to the following categories: obesity and being overweight, nutritional habits, physical activity and general state of health. For each of the categories, the community has been asked to comment on which transformative elements of the Healthy programme, in combination with the SEAs of the Learning Community project, are achieving improvements and, on the contrary, which elements and actions act as barriers to obtaining the desired improvements in a sustainable way. To analyse the qualitative data, the community's opinions have been categorised according to the transformative dimension, which confirms the object of study in that category, or the exclusionary dimension, which shows the barriers and difficulties of achievement.

Among the main results, the fact that Healthy programme was carried out in a school that is a learning community has been key for the entire educational community to actively participate in its implementation. Related to the impact of the programm, both the scientific training to improve nutrition and the implemented actions, have been led by diversity of agents in the educational community. In particular, 100% of the families interviewed, considered it relevant and 92% of the teachers and other school staff surveyed believed that the eating habits of the pupils had improved. This involvement of families means that the improvements have gone beyond the school and have led to changes in some households. Specifically, 93.3% of the families interviewed recognise that they have improved their diet at home compared to previous years. In the same way, physical activity has improved the results, in coherence with the patterns of the programm and in line with the opinion of students and families. Specifically, 88% of students improved the physical activity habits, and 100% of requested families pointed out better knowledge about health care and 80% of families remarked improvements in this sense. On the other hand, results highlights a 13.19% decrease of students with obesity+overweight and a perceived improvement of 72% in their diet. These data show that, the involvement of agents into the school programm expands the collective and individual conscience, achieving healthy habits and contributing to health care. Finally, taking into account that the prevalence of overweight (overweight + obesity) in the WHO European region is 29%) and that the prevalence of obesity is 12% (WHO, 2018-2020), this Healthy intervention program, that combines actions in the school with the participation of the community in spaces in dialogue, may be an alternative response to improve health, learning and school coexistence.

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