Health literacy in schools: prioritising health and well-being issues through the curriculum (original) (raw)
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Health Education Journal, 2020
Objective: To ascertain teachers’ articulation and experiences of navigating dilemmas that inhibit and/or enable the fostering of health literacy in primary school settings. Design: Qualitative analysis of teachers’ written reflections on introducing health literacy into their school and classroom. Setting: Tasmania, Australia. Method: Eighty-four teachers in five primary schools participated in the HealthLit4Kids programme. Teacher reflections were collected at the conclusion of the first year of the programme and assessed using Windschitl’s Dilemmas to identify recurrent themes raised by the conceptual, pedagogic, cultural and political dilemmas teachers faced. Results: Key dilemmas faced by teachers concerned the development of a whole-of-school approach, student engagement and professional development. Conclusion: Internationally few health literacy programmes for primary schools exist. The theory developed from the themes identified in this study will inform future health liter...
An introduction to health education: Its relevance into school curricula of upper primary classes
This article is for those who have an interest in what happens in our schools. It is an attempt to attract those, who create policy and implement them that flow from good policy, such as politicians, government departments, non-government organisations (NGOs), regional educational authorities, school board/council members, school directors, principals, head teachers, advisors, nurses, social workers and school health coordinators. Health education in a school setting could be defined as an activity undertaken to improve or protect the health of all school students. It is a broader concept than health promotion and it includes provision and activities relating to: healthy school policies, the school's physical and social environment, the curriculum, community links and health services. The purpose of this article is to explain how and why the education of health in schools is important; how good school management and leadership is the key and how promoting health in schools is based on scientific evidence and quality practices from all over the world. Keywords: An introduction to health education: Its relevance into school curricula upper primary classes Introduction Importance of Health Education in schools Worldwide , education and health are inseparably linked. In modest terms: Healthy adolescence are more likely to learn more effectively; Health education can assist schools to meet their targets in educational attainment and meet their social aims; adolescence that attend school have a better chance of good health; Adolescence who feel good about their school and who are connected to significant adults are less likely to undertake high risk behaviours and are likely to have better learning outcomes; Schools are also worksites for the staff and are settings that can practice and model effective worksite health education for the benefit of all staff and ultimately the students. (i) Action Competencies This refers to both the formal and informal curriculum and associated with activities, where students gain age-related knowledge, understandings, skills and experiences, which enable them to build competencies in taking action to improve the health and well-being of themselves and others in their community and that enhance their learning outcomes. (ii) Social Environment of school-The social environment of the school is a combination of the quality of the relationships between staff and students. It is influenced by the relationships with parents and the wider community. It is about building quality connections between all the key participants in a school community. (iii) Health promotion-Health promotion is familiar to many professionals working in the health sector. It is also important to acknowledge that many in the education sector have a broad concept of the term curriculum, and would describe several or all of the learning experiences extended to whole curriculum of the school. Therefore, many in the education sector do not make this distinction between health education and health promotion and are being used interchangeably. (iv) Community Links Community links are the connections between the school and the students' families, and above the connection between the school and key local groups and individuals. Appropriate consultation and participation with these stakeholders enhances
Understanding the Concept of Health Literacy in the Educational Environment: A Pilot Study
Human, Technologies and Quality of Education, 2022
Health literacy is a widely known and researched subject in health care system defined as the relationships between an individual’s level of education and his/her ability to maintain healthiness, improve health or participate in health treatment. However, there is a lack of information about the role of health literacy in school environment. This study reports on the topical status of understanding of health literacy concept among teachers and parents in the educational system of Latvia. Qualitative descriptive research was conducted in order to: a) analyse health literacy concept in theory and education documents; b) explore teachers’ and parents’ health literacy perception through focus groups interviews. A group of respondents included six adults representing teachers and parents from two schools. A thematic analysis method was applied to investigate participants’ perception of health literacy, representing four dimensions of the concept’s explanation: health and health education...
School health education nowadays : challenges and trends
Science Education Research and Practice in Europe, 2012
School health education has been viewed in a large variety of perspectives. In this chapter we present, in a historic approach, the biomedical model, the holistic view as well as the health promotion, autonomy and citizenship perspectives of health education. The aims of the health promoting school and the relevance of partnerships with the health sector, the pupils, their families and the community in health education are emphasised. Social representations, ethics and values in health education are referred. Special attention is given to models of school health education, the nature of knowledge in health education, prevention of health risks, effectiveness of health education practices and also to teachers' practices and their role and training in health education.
The views of learners regarding a school-based health education programme
African Journal for Physical, Health Education, Recreation and Dance, 2009
The importance of schools as a setting for health promotion is increasingly being acknowledged. Part of this health promoting function includes curricular offerings to increase health awareness and to assist in ensuring that young adults are able to make informed decisions about their health. For these programmes to be successfully implemented and sustained there is a need to determine the views of the participants. This study aims to determine the views of learners regarding the impact of a school based health education programme relating to risk factors for chronic diseases of lifestyle. A questionnaire with three open ended questions was used to determine the views of the learners regarding the programme, what they would like to have changed and recommendations regarding the future of the programme. Information was recorded and coded by two independent reviewers. Themes were decided upon independently and agreed upon between the author and an independent reviewer. Focusing on the comments relating to what was good about the programme, three main themes emerged which included course structure, course content and personal development. The themes that emerged from what the students did not like about the programme included communication, group interaction/personal factors and feedback. The recommendations and suggestions were mostly positive and included focusing on the following aspects of the programme namely more interaction, content, links to other subjects and time. The opinions of participants provided valuable information during the evaluation process and the qualitative method allowed them to express their views.
Public Health in Practice, 2021
To understand the enablers and barriers to implementing a set of adaptive processes aimed at supporting secondary schools to reflect on and subsequently address how they could adjust school practices, culture and the environment to create a whole school approach to promoting healthy lifestyles. Study design: A qualitative, comparative case study. Methods: Two in depth case studies were created of two purposefully selected schools in low socioeconomic areas of South West England. Data were collected via meetings, observations, field notes, interviews and audit. Interviews were transcribed verbatim. Individual thematic analyses were conducted for each school and a comparative analysis approach was used to understand the barriers and enablers across both cases. Results: Schools were supported to use a health-promoting lens and identify feasible improvements through an adaptive and context specific process. The school environment and ethos were identified as the areas where schools could conceive the most adjustments to enhance the promotion of healthy lifestyle choices. With the lack of government policy for health promotion in schools (HPS), the Head teacher's approach to health was key to making meaningful changes. Conclusions: Health promoting school approaches need to be adaptive to local context, actively involve community partners and link to local initiatives where possible, with support from Head teachers and business managers. Starting with what teachers, pupils and parents see as the barriers to health can create a whole school ethos for broad reaching and sustainable HPS programmes.