Developing a health-promoting school using knowledge to action framework

Abstract

BACKGROUND: There is a lack of organized effort in the arena of school health promotion, which has been recognized as an effective approach to combat the growing incidence of communicable and noncommunicable diseases. With this view, a study was conducted to develop comprehensive and replicable model for health promotion in schools. MATERIALS AND METHODS: The Knowledge to Action (KTA) framework recognized by the World Health Organization as an implementational framework was used in an implementation study in a school of urban Jodhpur to assess the challenges and gaps associated with health promotion interventions in the school. Baseline regarding knowledge application and practices was gathered using interviews with school staff, parents, and group interaction with students. Knowledge synthesis was done by a thorough search of available literature and the gathered baseline. Resource mapping was carried out using checklists developed from knowledge synthesis. Tailor-made tools were constructed for knowledge implementation for each component of the action cycle. Knowledge of facts related to health behaviors among students was evaluated using pre- and postquestionnaires and practical application of knowledge was assessed using a checklist of 28 indicators on a 5-point Likert scale. Values of tests were gathered and compared with test values 3 and 6 months after the implementation of tailored interventions using descriptive and inferential statistics. RESULTS: Increase in correct answers by students (42% to 96%) and average response for indicators on the Likert scale (3.23–4.86) was seen on repeated interventions over 6 months. Tobacco consumption by school staff reduced by 20% and an increase in willingness among teachers was observed on follow-up interviews. CONCLUSION: The study thus developed a model for health promotion in a school with the help of the KTA framework using tailored interventions that could further be evolved in other setups based on local needs and available resources.

Compliance, enablers and barriers to implementation of the cigarette and other tobacco products act, in Jodhpur, Rajasthan

“…According to stakeholders who participated in our survey, there is insufficient public awareness about the dangers of smoking and the provisions of COTPA. There is already evidence of low public knowledge and weak adherence to the legislation in India [27]. As a result, neither the individual nor society receive all of the advantages provided by the law [28].…”

A critical comparison of the Indian school food and nutrition guidelines with the WHO-nutrition friendly school initiative and the review of existing implementation scenario

“…Dongre et al (2011) assessed the impact of the implementation of the HPS model post one year in ten schools. The authors reported improvement in hemoglobin level (from 10.7 g/dL to 11.4 g/dL, p = 0.001) and body mass Further, a recent study reported improved practice of healthy diets 2.6 to 5 times in children from lower classes compared to the higher classes due to of the implementation of HPS model (Jain et al, 2021). Collectively, the three studies indicated the potential of the HPS model to improve the food and nutrition outcomes in Indian school children and adolescents.…”

“…. study identified the following factors as barriers to the implementation: teachers' heavy schedules, academic and curricular priorities, specific allotted hours for health promotional activities for academic engagements, and the family culture of consumption of high-calorie foods (Jain et al, 2021). Together, the evidence indicated the beneficial effects of the implementation of the HPS model, however, the successful implementation would require additional human, educational and financial resources.…”

“…The results of the pilot study from India highlighted the absence of any written school nutrition policy and a lack of continued health education programs in the school curriculum. Also, the study reported the need for structured country-specific, culturally sensitive initiatives such as the NFSI in Indian schools (Parmar, 2009). Further, a pilot study from Ouagadougou, Burkina Faso, evaluated the impact of the NFSI after six years of its implementation, and reported a reduction in the prevalence of anemia and thinness in children (Edde et al, 2019).…”