Challenges Implementing Oral Health Promotion at Schools: Perspectives of Teachers and Health Managers

Reddy, Moganavelli

doi:10.1007/s10643-018-0923-9

Cited by 8 publications

(7 citation statements)

References 28 publications

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“…Although the teachers were integrated and able to successfully incorporate oral health promotion into primary school oral health programs, various obstacles may hinder the long-term viability of this approach. These obstacles may include limited time, excessive workloads, the absence of an accountable person for the program, food stalls and vendors, gaps in the curriculum, lack of cooperation, and scarce resources [ 49 ]. Furthermore, the integration of the TeleHealth Network Grant Program in a rural school in a developed country proved successful in bridging the gap between the rural community’s primary school children and access to oral health care [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Oral health community engagement programs for rural communities: A scoping review

Nghayo,

Palanyandi,

Ramphoma

et al. 2024

PLoS ONE

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This scoping review aims to identify the available literature on oral health community engagement programs that have been developed to guide oral health care in rural communities and to summarize their outcomes. This review was conducted using the 5-stage scoping review framework outlined by Arksey and O’Malley. We conducted a literature search with defined eligibility criteria through electronic databases such as Science Direct, PubMed, ProQuest, Scopus, EBSCOhost, and Wiley Online; other well-established online scientific health and dental organizations such as the WHO, the Fédération Dentaire Internationale of the World Dental Federation, the American Dental Association, and the South African Dental Association; and grey literature spanning the time interval from January 2012 to August 2023. The charted data were classified, analysed, and reported using descriptive and thematic analyses. A total of 19 records were included in the final review. These records were classified into four categories of interventions: community-based, school-based, integrated dental-based, and non-dental volunteer oral health programs. The findings imply that there is a growing appreciation for the significance of qualitative data in enhancing oral healthcare interventions and outcomes. Furthermore, the study showed that oral health strategies were successful in shaping the understanding and perception of oral health among children and mothers/caregivers, and in improving the oral health and quality of life of edentulous older adults and children living in rural communities.

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Section: Discussionmentioning

confidence: 99%

Oral health community engagement programs for rural communities: A scoping review

Nghayo,

Palanyandi,

Ramphoma

et al. 2024

PLoS ONE

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“…Lastly, as is the case in South Africa, school health care is advocated as a valuable context and setting for increasing oral health literacy and for the implementation of oral health promotion activities [6,35]. In the Seychelles, the lack of integration of oral health in certain school policies and strategic documents also impacted On the oral health outcomes .…”

Section: Discussionmentioning

confidence: 99%

“…This deficit will have an impact on how oral health behaviours of children are developed and in turn influence oral health outcomes of the Seychelles population. The inclusion of oral health in school education is deemed crucial for the adoption of appropriate habits conducive for good oral health at an early age [35][36][37].…”

Section: Discussionmentioning

confidence: 99%

“…Oral health problems can be prevented by health agencies that develop and implement regulations and legislation as part of an integrated health plan and one that favours a supportive environment for achieving positive oral health outcomes. However, oral health will not advance as a planned initiative if it stays detached from health policy or is excluded from the multi-sectoral agenda for health promotion [35,38]. On the contrary, as has been advocated for decades, health policies ought to be reoriented to include oral health using social and dental approaches to assess needs and to guide the incorporation of oral health into the common risk factor strategy for health promotion [1,9,39,40].…”

Section: Discussionmentioning

confidence: 99%

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Health policy and regulations in Seychelles – barriers and opportunities for oral health inclusion

Noshir,

Brijlal

2024

BMC Oral Health

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Background Successful and inclusive policies that embrace oral health as part of the health agenda have the potential to alleviate the burden of oral diseases and to promote dental public health. This study aimed to understand the factors influencing the inclusion of oral health in health and public policy and regulations in the Seychelles. The barriers and opportunities for inclusion / non-inclusion as well as the impact thereof were explored. Methodology A qualitative approach was adopted using document analysis and interviews as data collection strategies to allow for a complete analysis of the research problem. Using a purposive sampling approach, individual face to face interviews were conducted with patients, dental staff and representatives of the upper management. Policy and related oral health statistical documents were reviewed to ascertain how oral health was located and implemented from a national to a district level. Thematic analysis and content analysis were used to analyse and interpret the qualitative data. Results The study provided insight on how oral health is contextualised in the Seychelles and how public policy and strategic documents influences the oral health outcomes. There is fragmentation in how the health and oral health agendas are managed and it is coupled with a severe lack of involvement and commitment to address the latter. Conclusion Oral health needs to be integrated in all relevant policies and public health programmes as part of the broader national NCDs in Seychelles in order reduce the incidence of oral diseases in the population.

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“…This is in part because educators are increasingly being asked to do more for many issues within a crowded curriculum (e.g. reduce obesity, manage oral health, foster healthy relationships [22][23][24] whilst at the same time, educate children to ensure they reach their academic potential. However, mental health problems have such a large adverse effect on children's education progress that academic potential cannot be achieved unless schools address student mental health [25].…”

Section: Introductionmentioning

confidence: 99%

How can the education sector support children’s mental health? Views of Australian healthcare clinicians

et al. 2022

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Objectives Policy makers in developed countries have long considered the education system an avenue for supporting mental health care for children. Whilst educators have identified many challenges to providing this support (e.g. non-core role, stigma, overcrowded curriculum), understanding clinicians’ views on the role of educators and schools and how clinicians and schools could work together to achieve good mental health outcomes are important questions. However, clinician voices in how schools and health should work together for children’s mental health care are frequently missing from the debate. We aimed to report clinicians’ views about how the education system could support student’s mental health and improve access to mental health care for children and adolescents. Methods 143 clinicians (approximately 35 each of child and adolescent psychiatrists, pediatricians, child psychologists and general practitioners (GPs)) from the states of Victoria and South Australia participated in semi-structured phone interviews between March 2018 and February 2019. Inductive content analysis was applied to address the broad study aims. Findings Key themes emerged: (1) The role of schools in supporting individual children; (2) School based programs to support children and families; and (3) Challenges of implementing these suggestions. Clinicians across all professional groups suggested the education system could play an important role in improving access to mental health services through harnessing existing staff or co-locating mental health clinicians. They also suggested schools could identify at risk children and implement coping and social skills programs. Conclusions Schools and educators could play a key role in prevention and early intervention of children’s mental health problems. However, before recommending exactly how to do this, key evidence gaps need to be addressed.

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Challenges Implementing Oral Health Promotion at Schools: Perspectives of Teachers and Health Managers

Cited by 8 publications

References 28 publications

Oral health community engagement programs for rural communities: A scoping review

Oral health community engagement programs for rural communities: A scoping review

Health policy and regulations in Seychelles – barriers and opportunities for oral health inclusion

How can the education sector support children’s mental health? Views of Australian healthcare clinicians

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