An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework

Abstract

The Health Promoting Schools concept helps schools to promote health in a sustainable and long-term fashion. However, developing the capacity to promote health in this way can be challenging when a busy teaching curriculum must be fulfilled. This study aimed to identify factors which affect the acceptability of health promotion programmes to the everyday school environment.Semi-structured qualitative interviews were audio-taped with primary school teachers in one Irish county and transcribed verbatim. The resulting transcripts were analysed using content analysis.Thirty-one teachers were interviewed. The factors which may adversely affect the acceptability of health promotion programmes include the: attitude of teachers towards an additional extra-curricular workload; lack of confidence amongst teachers to lead health promotion; and different organisational cultures between schools.When health promotion programmes under the Health Promoting Schools concept are being implemented, it's important to consider: the readiness for change amongst teachers; the resources available to increase staff capacity to promote health; and the ability of a programme to adapt to the different organisational cultures between schools.

Implementing health-promoting schools to prevent obesity

“…Professional development has been identified as key to intervention implementation (Storey et al , 2016). Integrating interventions into existing curriculum facilitated implementation as reported elsewhere (Bennett et al , 2016).…”

“When I feel well all over, I study and learn better” - experiences of good conditions for health and learning in schools in the Arctic region of Sweden

“…Taken together, data from the themes Standing as one and Finding the end of the rainbow emphasise that engaged teachers improve students’ social environment. Teachers’ roles in HPS development warrants further examination because teachers are the primary agents of change in academic environments but not experts in health promotion [ 61 ]. Teachers need both educational competence and high levels of action-oriented knowledge and insight to be effective educators [ 60 ].…”

Educational Programs for the Promotion of Health at School: A Systematic Review

“…The contribution of [15] affirms that for a health program to work, it is necessary that it be adapted to the context in which it is going to be implemented, moreover, they consider that this aspect is key if educational centers are to be a true HpS. The programs should not be implemented as something specific that is developed in certain circumstances, since health promotion must be part of the ideology and culture of the center, it must be a priority that must be addressed daily in the classroom, either as a specific subject [16] or in a transversal way [17].…”