Evaluations of health promoting schools: a review of nine studies

Mũkoma, Wanjirũ; Flisher, Alan J.

doi:10.1093/heapro/dah309

Cited by 260 publications

(167 citation statements)

References 17 publications

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“…Fink and Stoll also put emphasis on school-selected priorities for development, and they highlight the importance of teacher participation in change efforts, and their ownership of the process, as fundamental principles of school development processes. In a review of evaluation studies of HPS, Mukoma and Flisher [21] find a general agreement that the teachers are keys to the development, implementation and evaluation processes, and ultimately to the success of the interventions.…”

Section: Factors Enabling Teacher Participation In Health Promotionmentioning

confidence: 99%

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Viig¹,

Tjomsland²,

Wold³

2010

TOEDUJ

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Abstract:The aim of this study was to investigate conditions related to teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools. One hundred and four teachers responded to the questionnaire at baseline and at three year follow-up. Teachers' personal interest and regard for the program aim were the main predictors of their self-reported participation in the program. Conditions perceived as enabling or hindering program implementation, as well as baseline characteristics of school culture and professional discretion were to a high extent related to participation in the program (Multiple R 2 = .52). Health promotion aiming at increasing the students' wellbeing and improving the school environment seemed to have been well received by teachers, and enabled their participation in the program. The findings imply that programs encouraging networking are likely to be successful in engaging teachers, and that such networking yields ample opportunities for professional learning.Keywords: Health promoting school, teacher participation, network, professional learning, professional discretion, supportive culture.Teacher participation is considered an important precondition for school development processes. However, there is no general "recipe" for how to facilitate teachers' participation in such processes, just as there is no "recipe" for how to facilitate school development processes in general [1,2]. This study investigates factors enabling or hindering teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools.The 'Health Promoting School' (HPS) is a relatively recent concept, but the notion that the school setting can have a wide and varied role in meeting and influencing the health of young people and future adults is not new [3][4][5]. A HPS initiative is grounded in a holistic view of health, with the target being not just individual lifestyle, but the wider organisational and socio-environmental context of the whole school community [6][7][8]. Consequently, the development of a HPS involves a move from practices that rely mainly on classroom-based health education models to a more comprehensive, integrated construct of health promotion [6]. THE NORWEGIAN NETWORK OF HEALTH PROMOTING SCHOOLS The Norwegian Network of Health Promoting Schools is part of the European Network of Health Promoting Schools (ENHPS eu/).The HPS program differs from other health-promoting and preventive measures in schools by being an overall policy program presupposing and facilitating changes in schools' traditional methodology and policy. The uniqueness of the HPS program lies in the way it focuses on including the whole school community in developing and implementing health promoting interventions [10,11].The ENHPS initially developed 12 criteria for a HPS [12]. Included in these criteria were guidelines about health enhancing physical and psychosocial environments, changes in curriculum in terms...

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Section: Factors Enabling Teacher Participation In Health Promotionmentioning

confidence: 99%

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Viig¹,

Tjomsland²,

Wold³

2010

TOEDUJ

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“…Furthermore, HPS implementation is tailored to school contexts, 8 thereby increasing the complexity of planning and impact evaluation. 9,15,16 Various planning and evaluative methods have been developed but their applicability to variations in jurisdictional boundaries has not been well documented. 17 The province of Nova Scotia (NS) offers a unique opportunity to study the impact of HPS practices on student health.…”

mentioning

confidence: 99%

The impact of school policies and practices on students’ diets, physical activity levels and body weights: A province-wide practicebased evaluation

McIsaac

Chu

Blanchard

et al. 2015

Can J Public Health

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OBJECTIVES:To assess what health promotion policies and practices were adopted by schools in Nova Scotia and the extent that these policies and practices affected the diet quality, physical activity (PA) and weight status of students. METHODS:We developed and administered a 'school practice assessment tool' to assess the presence of 72 different school-based health promotion policies and practices. Surveys were conducted in 2003 and 2011 to assess diet, PA and weight status in approximately 10,000 grade 5 students. We used multilevel regression methods to examine changes in these outcomes across schools with varying levels of health promotion policies and practices between the two time-points. RESULTS:Between 2003 and 2011 the diet quality of students improved, PA decreased and the prevalence of childhood obesity increased. Although we did not find consistent or significant favourable benefits resulting from higher implementation levels, we did observe fewer negative trends among schools at higher levels of implementation. CONCLUSION:Our results build on the current gap in knowledge on the impact of Health Promoting Schools (HPS) implementation through population health interventions, but there is a continued need for further evaluation and monitoring of school policies to understand how HPS practices are supporting healthier eating and PA for students.KEY WORDS: Public health; schools; health promotion; health behaviour; prevention La traduction du résumé se trouve à la fin de l'article.

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“…Studies that investigated barriers to school health services and health promotion include those of Mohlabi, Van Aswegen and Mokoena (2010) and Mukoma and Flisher (2004). The main objective of this research is to investigate the role of schools in the implementation of integrated health policies following an integrated approach to health promotion.…”

Section: Introductionmentioning

confidence: 99%