<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000200206</article-id>
<article-id pub-id-type="doi">10.29352/mill0227e.40142</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Empowerment of the school community for youth health literacy: scoping review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Empoderamento da comunidade escolar para a literacia em saúde dos jovens: scoping review]]></article-title>
<article-title xml:lang="es"><![CDATA[Empoderamiento de la comunidad escolar para la alfabetización en salud entre los jóvenes: scoping review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Joana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Afonso]]></surname>
<given-names><![CDATA[Catarina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Spínola]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Santarém  ]]></institution>
<addr-line><![CDATA[Santarém ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<numero>27</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000200206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000200206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000200206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  The growing migration volume of young people is a challenge for health policies. The literature points to the school context as primary for promoting health literacy, developing the cognitive and social skills that determine the motivation for decision-making. School community is, from this perspective, crucial as a driver for an empowerment strategy for young people´s health literacy.  Objective:  Map the contributions of the school community in the health decision-making process of indigenous and migrant young people.  Methods:  Scoping Review, according to the Joanna Briggs Institute framework. Research was carried out on the CINAHL platforms via EBSCO, PUBMED, COCHRANE, Scielo, Lilacs, RCAAP, B-ON, and Google Scholar. The inclusion criteria are defined as: teaching/non-teaching staff, health literacy, and 3rd cycle teaching at school. No time limits were considered for the research. The analysis of articles, extraction, and synthesis of data was carried out by three reviewers.  Results:  Five articles were included in the review, all of which emphasize the role of teaching/non-teaching staff with young migrants. Three themes emerged from analysing the articles: teacher involvement, trusting relationships with young people, and teachers' knowledge and leadership capacity.  Conclusion:  The synergy between the influences of teachers and non-teachers is essential to empower young people, promoting more informed and conscious decision-making.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  O crescente volume migratório de jovens é um desafio para as politicas de saúde. A literatura aponta o contexto escolar como fundamental para promoção da literacia em saúde, desenvolvendo as habilidades cognitivas e sociais que determinam a motivação para a tomada de decisão nos jovens. A comunidade escolar assume-se como determinante e impulsionadora de estratégias de empoderamento para a literacia em saúde dos jovens.  Objetivo: Mapear os contributos da comunidade escolar no processo de tomada de decisão em saúde dos jovens autóctones e migrantes.  Métodos:  Revisão Scoping, conforme o referencial de Joanna Briggs Institute. Foram realizadas pesquisas nas plataformas CINAHL via EBSCO, PUBMED, COCHRANE, Scielo, Lilacs, RCAAP, B-ON e Google Académico. Como critérios de inclusão define-se: docentes/não docentes,literacia em saúde e 3ºciclo de ensino na escola. Não foram considerados limites temporais para a pesquisa. A análise dos artigos, extração e síntese dos dados foi desenvolvida por três revisores.  Resultados:  Cinco artigos foram incluidos na revisão, todos enfatizam o papel dos docentes/não docentes junto dos jovens migrantes. Da análise dos artigos emergiram três temas: envolvimento dos docentes, relação de confiança com os jovens e conhecimento e capacidade de liderança dos docentes.  Conclusão:  A sinergia entre as influências dos docentes e não docentes, é essencial para capacitar os jovens, promovendo uma tomada de decisão mais informada e consciente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  El creciente volumen migratorio de jóvenes es un desafío para las políticas de salud. La literatura señala el contexto escolar como primario para promover la alfababetización en salud, que determinan la motivación para la toma de decisions. La comunidad escolar es crucial como motor de una estrategia de empoderamiento para la alfabetización en salud de los jóvenes.  Objetivo:  Mapear los aportes de la comunidad escolar en el proceso de toma de decisiones en salud de jóvenes indígenas y migrantes.  Métodos:  Scoping Review, según el marco del Instituto Joanna Briggs. La investigación se realizó en las plataformas CINAHL vía EBSCO, PUBMED, COCHRANE, Scielo, Lilacs, RCAAP, B-ON y Google Scholar. Los criterios de inclusión se definen como: personal docente/no docente, alfabetización en salud y docencia de 3er ciclo en la escuela. No se consideraron límites de tiempo para la investigación. El análisis de los artículos, extracción y síntesis de datos fue realizado por tres revisores.  Resultados:  En la revisión se incluyeron cinco artículos, todos los cuales enfatizan el papel del personal docente y no docente con los jóvenes inmigrantes. Del análisis de los artículos, surgieron tres temas: la participación de los docentes, las relaciones de confianza con los jóvenes y el conocimiento y la capacidad de liderazgo de los docentes.  Conclusión:  La sinergia entre las influencias de docentes y no docentes es esencial para empoderar a los jóvenes, promoviendo una toma de decisiones más informada y consciente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community health nursing]]></kwd>
<kwd lng="en"><![CDATA[health literacy]]></kwd>
<kwd lng="en"><![CDATA[empowerment]]></kwd>
<kwd lng="en"><![CDATA[school health services]]></kwd>
<kwd lng="pt"><![CDATA[enfermagem em saúde comunitária]]></kwd>
<kwd lng="pt"><![CDATA[literacia em saúde]]></kwd>
<kwd lng="pt"><![CDATA[empoderamento]]></kwd>
<kwd lng="pt"><![CDATA[serviço de saúde escolar]]></kwd>
<kwd lng="es"><![CDATA[enfermería en salud comunitária]]></kwd>
<kwd lng="es"><![CDATA[alfabetización en salud]]></kwd>
<kwd lng="es"><![CDATA[empoderamiento]]></kwd>
<kwd lng="es"><![CDATA[servicios de salud escolar]]></kwd>
</kwd-group>
</article-meta>
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