Int. J. Environ. Res. Public Health 2010, 7 2 relationships between health, health behaviour and educational achievement. Comprehensive health promotion programmes may have the potential to influence relevant predictors of educational achievement in university students. Keywords: satisfaction; teaching and learning; student health; university; gender; educational achievement 1. Introduction It has been argued that health is an important factor for academic achievement at school [1,2] and in higher education [3]. Consequently, in the context of universities or colleges, promoting the health and well-being of all members means promoting effective learning [4]. A systematic literature review to examine whether school health programmes improved academic success provided positive evidence for at least some programmes [5]. Similarly, another review showed positive associations between parameters of health (e.g., school-based physical activities) and academic outcomes/performance [6]. As regards the academic achievements of students, higher education institutions face dual challenges: the continuous changes in the demographic pattern of the student body; and the difficult global economic circumstances. Universities will need to match the private-sector efficiency in the provision of training and development, while simultaneously remaining as centres of learning for young people. University and college management committees are progressively more accountable for their student retention and completion rates, and other educational outcomes. An important contribution to achieving sound outcomes is a careful focus on the needs of individual learners and their satisfaction with their learning experience. The potential for health to improve cognitive function, learning and academic achievement in children has received attention by researchers and policy makers [7]. It is widely accepted that health and well-being are essential elements for effective learning [2]. Vice versa, education is a strong predictor of lifelong health and quality of life in different populations, settings, and time [8]. However, the pathways through which education leads to better health and longer life expectancy are still not clearly understood. It is widely held, however, that education, health, and social outcomes are very closely interdependent [9]. Social and occupational status in adulthood and health status throughout life are largely determined by success in school and years of schooling [10]. Among school children, academic success, health status, and risk behaviours are cyclically interdependent. Poor school performance is associated with health-compromising behaviours and physical, mental, and emotional problems [11-13]. School performance is also compromised by poor nutrition, substance abuse, sedentary behaviour, violence, depression, and suicidality. This negative cycle, established during the school years, has large impact on success and productivity in our society [14-16]. Many factors are associated with academic outcomes [17]. Adolescents who use alcohol, tobacco or other drugs achieved lower grades, had more negative attitudes toward school, and exhibited increased absenteeism [18-21]. Furthermore, exercise seems associated with improved academic outcomes [22,23],