Exploring learning outcomes of school-based health promotion--a multiple case study

Carlsson, Monica; Simovska, Venka

doi:10.1093/her/cys011

Cited by 39 publications

(46 citation statements)

References 9 publications

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“…Children also implemented specific actions, for example a “Kids Café” and various workshops [43], and “power-sharing” activities [46]. Children’s involvement was described in three studies as leadership and advocacy, leading to the development of advocacy action plans [45] and an influence on strategies [47, 48] for change in the community [49]. Two studies applied explicit change models, namely the IVAC (Investigation—Vision—Action—Change) approach [48] and the “It’s your decision” model [44].…”

Section: Resultsmentioning

confidence: 99%

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The involvement of young people in school- and community-based noncommunicable disease prevention interventions: a scoping review of designs and outcomes

et al. 2016

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BackgroundSince stakeholders’ active engagement is essential for public health strategies to be effective, this review is focused on intervention designs and outcomes of school- and community-based noncommunicable disease (NCD) prevention interventions involving children and young people.MethodsThe review process was based on the principles of scoping reviews. A systematic search was conducted in eight major databases in October 2015. Empirical studies published in English, French, Portuguese, and Spanish were considered. Five selection criteria were applied. Included in the review were (1) empirical studies describing (2) a health intervention focused on diet and/or physical activity, (3) based on children’s and young people’s involvement that included (4) a relationship between school and local community while (5) providing explicit information about the outcomes of the intervention. The search provided 3995 hits, of which 3253 were screened by title and abstract, leading to the full-text screening of 24 papers. Ultimately, 12 papers were included in the review. The included papers were analysed independently by at least two reviewers.ResultsFew relevant papers were identified because interventions are often either based on children’s involvement or are multi-setting, but rarely both. Children were involved through participation in needs assessments, health committees and advocacy. School-community collaboration ranged from shared activities, to joint interventions with common goals and activities. Most often, collaboration was school-initiated. Most papers provided a limited description of the outcomes. Positive effects were identified at the organisational level (policy, action plans, and healthy environments), in adult stakeholders (empowerment, healthy eating) and in children (knowledge, social norms, critical thinking, and health behaviour). Limitations related to the search and analytical methods are discussed.ConclusionThere are very few published studies on the effectiveness of interventions based on children’s involvement in school- and community-based NCD prevention programmes. However, interventions with these characteristics show potential benefits, and the merits of complex multi-setting approaches should be further explored through intervention-based studies assessing their effectiveness and identifying which components contribute to the observed outcomes.Electronic supplementary materialThe online version of this article (doi:10.1186/s12889-016-3779-1) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

“…For example, community stakeholders took part in the development and implementation of plans for action [47]. Two interventions in this category were school-initiated [41, 47, 48], whereas the third was initiated by the community [46]. …”

Section: Resultsmentioning

confidence: 99%

The involvement of young people in school- and community-based noncommunicable disease prevention interventions: a scoping review of designs and outcomes

et al. 2016

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“…(2) Participation as beneficial to a child's social and psychological development and thus contributing to better educational outcomes. Among the important potential personal development outcomes of participation, children's empowerment and action competence have been discussed (Schnack 2000(Schnack , 2008Carlsson and Simovska 2012). (3) High hopes are also invested in participation as beneficial to society as a whole, as it potentially strengthens democratic processes and notions of sustainability and health (Simovska 2012).…”

Section: Environmental Education Researchmentioning

confidence: 99%

“…Two of the selected reviews (Levy and Zint 2013;Marent, Forster, and Nowak 2012) describe how applying the notion of participation to schools can be understood as expressing a desire to move society towards a more idealised position. Similarly, with both ESD and HE, certain perspectives that link participation to pupils' action competence or ability for critical reflection and to initiate change to improve the conditions for sustainability or health (Jensen 1997;Schnack 2008;Carlsson and Simovska 2012) can be seen as representing a move towards the ideals of sustainable development and health equity, respectively. Within ESD in particular, the core concept of sustainability can be seen as describing an ideal (or utopian?)…”

Section: Environmental Education Researchmentioning

confidence: 99%

The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools

Lysgaard

Simovska

2015

Environmental Education Research

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This article examines the significance of the concept of participation for teacher meaning-making processes in education for sustainable development and health education. In Scandinavian public schools, education for sustainable development and health education focus on a wide palette of societal problems rather than on narrow curricula. Drawing on selected reviews of research literature on education for sustainable development and health education, Lacanian psychoanalysis provides inspiration for our analysis of the concept of participation, and how it is positioned and enacted in these fields of practice. Essentially, we argue that the concept of participation has a dual nature: it serves both as an educational ideal and as a teaching strategy. We also explore how the failure to achieve the ideal of 'true' participation may serve a positive purpose for the teacher; the acknowledgement that participation is not always as genuine as desired establishes a pedagogical situation where ideals of engaging pupils through true participation can continue to exist side by side with clear signs of a less consequential participation.

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“…This study focused primarily on participation, but there are other well-established focus points of health promotion and health education research that would be equally relevant to focus on. A research focus on action competence could be employed to produce knowledge about how parkour can motivate the development of insight, commitment, vision, critical thinking and action experiences (Jensen, 1997;Carlsson & Simovska, 2012). Another fruitful line of research could be a closer look at the mechanisms of authenticity and especially on how authenticity is perceived by children and adolescents (Petraglia, 2009;Grabowski & Rasmussen, 2014).…”

Section: Implications For Further Researchmentioning

confidence: 99%

Parkour as Health Promotion in Schools: A Qualitative Study Focusing on Aspects of Participation

Grabowski

Thomsen

2014

IJE

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In this paper we highlight the potential role of parkour in school-based health promotion for children and adolescents. The popularity of parkour has increased significantly in recent years and has attracted a lot of new participants. Health promotion initiatives in schools face challenges, when it comes to generating a high level of participation among children and adolescents. Parkour has only sporadically been introduced to the school setting, and it is therefore relevant to study whether parkour contains the elements that can generate a high level of participation within health promotion activities in school. The paper reports on an empirical study of how parkour generates different kinds of participation. The paper provides health practitioners with important knowledge about why and how it is important to use parkour in school health promotion in order to provide participatory conditions that create a significant health promoting effect for all adolescents -not just for those who are already healthy.

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Exploring learning outcomes of school-based health promotion--a multiple case study

Cited by 39 publications

References 9 publications

The involvement of young people in school- and community-based noncommunicable disease prevention interventions: a scoping review of designs and outcomes

The involvement of young people in school- and community-based noncommunicable disease prevention interventions: a scoping review of designs and outcomes

The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools

Parkour as Health Promotion in Schools: A Qualitative Study Focusing on Aspects of Participation

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