Health Curriculum Policy Analysis as a Catalyst for Educational Change in Canada (original) (raw)
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High school health curriculum and health literacy: Canadian student voices
Global Health Promotion, 2009
This study explores the relevance of health literacy, and its development through a health curriculum, as a necessary but insufficient component to facilitate healthy living among adolescents through comprehensive school health models. This paper presents qualitative findings from focus groups with students (N = 33) in four schools toward the end of their experience in a health class that focused on topics related to healthy living, healthy relationships, health information and decisionmaking. Students reported mostly negative experiences citing repetitive course content, routinely delivered by teachers and passively received by students. As well, students described their experiences of using health information sources beyond the classroom, such as the media. The findings suggest that the curriculum, and particularly its implementation, have had limited effect on health literacy: students' abilities to access, understand, communicate and evaluate health information. The paper concludes with recommendations for improving health education.
Same same but different: curriculum representations of health education
Asia-Pacific Journal of Health, Sport and Physical Education , 2017
The development of curriculum for health education in schools is an area of contestation. Drawing on the provincial curriculum of British Columbia and the Australian national curriculum, this article explores both common and different approaches to school-based health education and promotion. Students experience the impacts of the social determinants of health on a daily basis yet they are not specific elements that are attended to or moderated through the curriculum. This article reports on a directed content analysis of health education and promotion curriculum documents. Key concepts were identified and discussed. Both curriculum documents align around the value of health to the individual and broader community; identification of learning standards; linkages to core competencies/capabilities; and reference to indigenous/first nation as cross curriculum priorities. Differences include how physical health is emphasised; behaviour change as a specific outcome; and use of literacy as a social practice.
From the school health education study to the national health education standards: concepts endure
The Journal of school health, 2015
The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), Health Education: A Conceptual Approach to Curriculum Design, fosters a student's understanding of information that develops with experience. Data were collected through content analysis of the SHES CF and the National Health Education Standards: Achieving Excellence (NHES), 2nd edition. Similarity of essential framework elements was established. Inter-rater reliability was established. Alignment of the SHES components with the NHES reveals parallel conceptual structures around which to develop curriculum. The conceptual approach to curriculum planning has enduring value. It provides a foundation for teaching and learning that is adaptable, flexible, and can maintain permanence in conjunction with emerging scientific evidence a...
Health Promotion International, 2010
Health literacy has come to play a critical role in health education and promotion, yet it is poorly understood in adolescents and few measurement tools exist. Standardized instruments to measure health literacy in adults assume it to be a derivative of general literacy. This paper reports on the development and the early-stage validation of a health literacy tool for high school students that measured skills to understand and evaluate health information. A systematic process was used to develop, score and validate items. Questionnaire data were collected from 275, primarily 10th grade students in three secondary schools in Vancouver, Canada that reflected variation in demographic profile. Forty-eight percent were male, and 69.1% spoke a language other than English. Bivariate correlations between background variables and the domain and overall health literacy scores were calculated. A regression model was developed using 15 explanatory variables. The R 2 value was 0.567. Key findings were that lower scores were achieved by males, students speaking a second language other than English, those who immigrated to Canada at a later age and those who skipped school more often. Unlike in general literacy where the family factors of mother's education and family affluence both played significant roles, these two factors failed to predict the health literacy of our school-aged sample. The most significant contributions of this work include the creation of an instrument for measuring adolescent health literacy and further emphasizing the distinction between health literacy and general literacy.
Putting Health Education on the Public Health Map in Canada—The Role of Higher Education
American Journal of Health Education, 2010
The health education profession has developed over recent years garnering national and international attention. Canada's evolving health education perspective emphasizing the concept of health literacy within the broader public health system reflects the need for trained, competent and skilled health educators designing, implementing and evaluating health-related programs. Higher education can play an important role in moving forward the health education process bridging research and practice. Capacity building in the health education and promotion workforce requires engagement from university systems, their collaborators, and participating students interested in improving the health of individuals, communities, and nations. This article provides: (1) illustration for the need for health education in higher education to move the practice of public health forward in Canada, (2) rationale for embedding greater emphasis on the health education perspective and process within Canadian academe, and (3) responses for future directions throughout health education practice for health educators entering the public health workforce in Canada and beyond.
A vision for a health literate Canada
Ottawa, ON: Canadian …, 2008
The Expert Panel on Health Literacy is the latest in a series of health literacy initiatives led by the Canadian Public Health Association (CPHA). The Expert Panel was convened in April 2006 in response to recommendations by delegates at the Second Canadian Conference on Literacy and Health in October 2004. The delegates called for policies, programs and research to improve health literacy and reduce health disparities in Canada. Fourteen Expert Panel members were selected according to their knowledge of and experience with issues related to health and literacy. Five focus groups were held, during which Panel members listened carefully as adult literacy learners described their experiences and the barriers they have encountered while navigating health information and services. This information was supplemented by interviews with policy makers, service providers and advocates, and by the results of an electronic questionnaire completed by more than 650 individuals across Canada. The Expert Panel's vision for health literacy in Canada includes an integrated, nationwide strategy to tackle the challenge of low health literacy, particularly among priority groups. CPHA joins the Panel in looking forward to the day when everyone in Canada has the capacity, opportunities and support they need to access and use health information effectively. CPHA appreciates the contribution of the Expert Panel, the project funders, the adult literacy learners and other key informants who helped shape this vision for better health outcomes in Canada.
Health literacy in schools: prioritising health and well-being issues through the curriculum
Sport, Education and …, 2013
Health literacy (HL) is a relatively new concept in health promotion and is concerned with empowering people through enhancing their knowledge of health issues and improving their ability to make choices about their health and well-being. Schools are seen increasingly as key settings for the dissemination of health messages through curricula and other on-site provision. However, such opportunities are amongst many demands being placed on educational providers and finding space in the school day to support the health agenda is a challenge. This practice-based, qualitative study examines the current practices in three schools in the UK. In total 34 pupils (n 016 from Year 9 and n 018 from Year 11) were interviewed in six focus groups (3 in each school), with up to 6 pupils in each focus group. School staff (n 08) were also interviewed individually. Findings suggest that pupils and staff have an understanding of health and a capacity for HL, though health education (via taught subjects) is not statutory across the four Key Stages of the National Curriculum. In order to engender health literate young people, with a view to reducing health inequalities, it is recommended that key health messages are delivered through an agenda that integrates current provision for health via the curriculum and other school-based practices, such as the Healthy Schools Programme.
The School Health Education Study + 50 Years
American Journal of Health Education, 2011
Background: Launched 50 years ago, the School Health Education Study (SHES) examined the health education offerings in 135 public school systems, in 38 states, and over 1100 elementary schools and 350 secondary schools. In its second year, knowledge surveys were administered to students in grades 6, 9 and 12 at many of these schools. Analysis of the results in year three led to a one-word description of the state of health education in public schools-"appalling." Subsequent years saw the SHES writing team engage in development of a conceptual approach to health education (through physical, mental and social dimensions) applied at four levels (K-3, 4-6, 7-9, 10-12) and in three learner domains (cognitive, affective and psychomotor). The SHES has been identified time and again for its pioneering effort to bring prominence to school health education. Purpose: We attempted to identify ways that the SHES has influenced health education practice in schools as told by school health education scholars. Methods: Between April and June 2011, we used a snowball sampling approach with saturation to identify individuals believed to have historiographic knowledge of the SHES; we asked them to respond to eight questions (developed by the primary authors and modified though the individual judgments of four school health scholars) about the SHES' influence and legacy, its relevance after 50 years and issues pertinent to today's practice of school health education. Twenty-eight individuals were contacted (based on having been named by at least two people as authorities) through their active email addresses; 22 agreed to participate, and ultimately, 16 responded to the questions (The School Health Education Study Fifty-Year Reflection Group). Three people did not respond to the original invitation and three others indicated they did not believe they had insights to offer. All participants did not respond to each item. Some responses have been edited for length or clarity, or because they intersected with comments already presented by other participants. However, a full transcript of all responses received can be obtained by writing to the primary authors. Results: We found a wide array of thoughts about the SHES. Whereas we see much consensus about the SHES' impact and legacy, we also acknowledge that some disparate opinions emerged. The details of these perspectives are contained herein, mostly in the participants' own words. Discussion: The importance of the SHES continues to be recognized. Participants concur that the SHES: (1) Demonstrated application of an exemplary process and set of principles for curriculum development, including a conceptual approach that minimized the potential impact of content or factual changes over time; and (2) Was the forerunner of the development of the National Health Education Standards, the School Health Policy and Practices Study, and countless other initiatives. Whereas no conclusions can be drawn, participants raised points about the SHES that we see worthy of further note, discussion and debate: (1) The SHES conceptual approach may have been too complex for some school systems to interpret or adopt; (2) It may have lacked thorough description of an implementation strategy; and (3) It may have failed to gain sufficient involvement of administrators and policymakers during development and implementation to achieve more widespread buy-in. With respect to school health education in general, some participants argue that: (1) A more sustained foothold for school health education may have failed due to reliance on K-6 teachers in a vanguard role when so many teacher preparation institutions lack requirements for school health for elementary teachers; and (2) Some academicians have abandoned
Health-education policy interface: The implementation of the Eat Well Be Active policies in schools
Leow, A. C. S., Macdonald, D., Hay, P., & McCuaig, L. (In press). Health-education policy interface: The implementation of the Eat Well Be Active policies in schools. Sport, Education and Society.
While grappling with their traditional core business of imbuing students with official curricular knowledge, schools have simultaneously, increasing demands to take on health promotion responsibilities. This paper examines the mandated implementation of the Eat Well Be Active (EWBA) Action Plan and its subsidiary 'Smart' policies in schools in the state of Queensland, Australia. Within the context of health promotion, the interaction between the health and education policy interfaces was explored. In particular, we paid close attention to the responses of the schools and their staff to the convergence of various health policies within their institutions. Drawing on Bernstein's concept of field, this paper reports our analyses of responses within the reproduction field to the imperatives of the Smart policies. The results suggest that there exists a disjunction between the recontextualising and reproduction fields in terms of the EWBA policy intent and implementation.