7. Public health care specialist have to:
theoretical knowledge and practical skills related to disease prevention, health safety, health promotion and teaching
the provision of methodological counselling for an individual and a group
crisis management
work with the ‘at risk’ group of pupils
health care policies
the preparation of information publications, documentation
the assessment of environmental factors and the provision of recommendations to avoid harmful impact of those factors
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8. A public health care specialist working at school faces the following challenges:
to harmonise different approaches, interests, needs and objectives of the activity of the authorities (a Health Bureau and a school) oriented towards health education of pupils
Public health care specialists experience vagueness of their activity when there is no clear-cut line of their activity in the environments of pupils' health education and personal and collective responsibility

9. A public health care specialist working at school faces the following challenges:
a public health care specialist does not have opportunities to pursue health education at a school systematically and consistently, but is forced to coordinate the time and place of the lectures of his, outside lecturers with specialist subject teachers and homeroom teachers, “thrust oneself upon” and insert health topics planned by him into the lessons of specialist subject teachers
Fragmented health education of pupils when thrusting himself upon or inserting into the lessons of specialist subject teachers causes the experiences of frustration and disappointment when there are no visible results, sense and perspective

10. A public health care specialist working at school faces the following challenges:
The formal obligation to conduct lessons also poses a challenge to public health care specialists. Pupils' health education, while giving informative lectures on the topics of hygiene, the prevention of infectious diseases, alcohol and narcotics use, cast doubts for a specialist regarding the necessity of such lectures for pupils, because then pupils are not active participants of an education process and lectures do not create an interest in pupils