Although several studies have been undertaken on dietary intake of adolescent girls, studies on their energy expenditure and thereby energy balance are few. In order to explore these aspects, this community based cross-sectional study was done on 270 adolescent girls of a rural area of Varanasi, selected by adopting appropriate sampling technique. Nutritional status of study subjects was assessed on the basis of BMI. Their energy intake was computed by 24 hours recall oral questionnaire method. Estimation of energy expenditure was based on physical activity which was noted by 24 hours activity recall questionnaire method. Average energy intake (1609.42 +/- 528.87 kcal/day) of the study subjects was less than their mean energy expenditure (1896.19 kcal/day). Their energy expenditure was significantly influenced by several factors (e.g. age, caste, type of family, etc.) As much as 69.63%, subjects were in negative energy balance. Majority of subjects belonging to lower (79.37%) and middle (75.19%) SES were in the negative energy balance. Negative energy balance has been significantly less in subjects belonging to high SES, having main occupation of the family as business and high per capita income groups with respect to their corresponding subcategories. In all 68.52% study subjects had BMI < 18.5 kg/m2. Majority (91.11%) of adolescent girls had rate of energy expenditure > 1.4. Under nutrition was significantly (p<0.05) more in subjects with rate of energy expenditure > 1.4 (i.e. 70.33%) than in subjects with rate of energy expenditure < or = 1.4.

A training programme was developed and implemented for 56 primary school teachers of Barasat II block in North 24 Parganas district as per their recommended roles and responsibilities in School health service. The methodology consisted of development of learning objectives, evaluation parameters (questionnaire and check list) and teaching-learning materials. This was followed by pre-training assessment, implementation of training and re-training and evaluation of the outcome 7 days and 3 months after initial training and re-training. One way analysis of variance revealed significant overall improvement of the cognitive, affective and psychomotor domain of learning of school teachers. The need of periodic re-inforcement training with adequate scope of practice under supervision were emphasized.