Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

Kalubi, Jodi; Riglea, Teodora; O’Loughlin, Erin K.; Potvin, Louise; O’Loughlin, Jennifer

doi:10.1111/josh.13304

Cited by 3 publications

(1 citation statement)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our findings also support previous work underscoring the importance of establishing a supportive environment in schools, either before introducing an HPI or as a target of intervention, as well as considering the school climate or culture for adapting an HPI. 21 , 37 For long-term success, a comprehensive and collaborative approach is needed to address the complex public health challenges that many HPIs aim to tackle. The feasibility of improving school culture to increase access to and effectiveness of HPIs is demonstrated in Canada by the APPLE Schools initiative: an innovative, evidence-based HPI that fosters a supportive school culture to facilitate behaviour change (healthy eating, physical activity, mental well-being) in students.…”

Section: Discussionmentioning

confidence: 99%

School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools

Wellman,

O’Loughlin,

Maximova

et al. 2024

Health Promot Chronic Dis Prev Can

View full text Add to dashboard Cite

Introduction Long-term availability of health-promoting interventions (HPIs) in school settings can translate into health benefits for children. However, little is known about factors associated with HPI institutionalization in schools. In this study, we identified correlates of the institutionalization of HPIs offered in elementary schools in Quebec, Canada. Methods In two-part, structured telephone interviews over three academic years (2016–2019), elementary school principals (or their designees) throughout Quebec identified an index HPI offered at least once in their school during the previous three years, and were asked whether it was institutionalized (i.e. explicitly written in the school’s educational project, e.g. in the form of educational objectives and means of achieving them). We examined associations between institutionalization and 10 school-related and 16 HPI-related characteristics in univariable and multivariable logistic regression analyses. Results School key informants (n = 163) reported on 147 different HPIs that had been available in their schools in the past three years, 56% of which were institutionalized. Three aspects of school culture—parent/community engagement with the school, school/teacher commitment to student health and school physical environment—were positively associated with HPI institutionalization. HPI-related characteristics positively associated with HPI institutionalization included number of competencies addressed by the HPI, number of teaching strategies employed, modifications made to the HPI prior to or during implementation and perceived success of the HPI. Inviting families or community groups to participate in the HPI was inversely associated with institutionalization. Conclusion Better understanding of factors associated with HPI institutionalization may inform the development of school-based HPIs that have the potential for sustainability.

show abstract

Section: Discussionmentioning

confidence: 99%

School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools

Wellman,

O’Loughlin,

Maximova

et al. 2024

Health Promot Chronic Dis Prev Can

View full text Add to dashboard Cite

show abstract

Cultivating partnerships to incorporate health promotion modules into primary school curricula: a case study in France

Johnson,

Laham,

Blanc

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

School-based health promotion (HP) emerged from the settings-based approach. Children from disadvantaged neighborhoods benefit from HP in their school. Teachers deliver HP modules but need additional resources. This case study aimed to form a transdisciplinary partnership in a socially disadvantaged area to co-develop and embed HP modules into existing curricula. A 3-stage framework was used in this study. Stage 1 cultivated partnerships, reviewed evidence and existing data. Stage 2 generated ideas and co-developed HP modules. Stage 3 trialed the modules within primary school classrooms. Stage 1 resulted in a partnership between city authorities, a primary school and a comprehensive cancer center all located in the same community in France. The reviewed data and evidence provided 18 examples of school-based HP programs and showed that the school is in a highly disadvantaged neighborhood with a large immigrant population. Stage 2 developed 3 HP modules: “Taste and Science Week,” “Nutrition Weeks,” and “Breakfast Week,” each embedded as add-ins into existing math and science lessons and workshops. Finally, stage 3 trialed the modules in 10 first to fifth grade classrooms impacting 214 total students. Transdisciplinary partnerships help co-create and support evidence-driven HP programs. This collaborative approach enabled primary school teachers to effectively embed the HP modules into pre-existing math and science curricula. Families and volunteers are an integral part of successful HP programs however, limited participation was a challenge. Further research is needed to evaluate indicators such as student academic success and health behavior change.

show abstract

Endogenous neural stem cells characterization using omics approaches: Current knowledge in health and disease

Murtaj

Butti

Martino

et al. 2023

Front. Cell. Neurosci.

View full text Add to dashboard Cite

Neural stem cells (NSCs), an invaluable source of neuronal and glial progeny, have been widely interrogated in the last twenty years, mainly to understand their therapeutic potential. Most of the studies were performed with cells derived from pluripotent stem cells of either rodents or humans, and have mainly focused on their potential in regenerative medicine. High-throughput omics technologies, such as transcriptomics, epigenetics, proteomics, and metabolomics, which exploded in the past decade, represent a powerful tool to investigate the molecular mechanisms characterizing the heterogeneity of endogenous NSCs. The transition from bulk studies to single cell approaches brought significant insights by revealing complex system phenotypes, from the molecular to the organism level. Here, we will discuss the current literature that has been greatly enriched in the “omics era”, successfully exploring the nature and function of endogenous NSCs and the process of neurogenesis. Overall, the information obtained from omics studies of endogenous NSCs provides a sharper picture of NSCs function during neurodevelopment in healthy and in perturbed environments.

show abstract

Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

Cited by 3 publications

References 54 publications

School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools

School- and intervention-related factors associated with institutionalization of health promotion interventions in elementary schools

Cultivating partnerships to incorporate health promotion modules into primary school curricula: a case study in France

Endogenous neural stem cells characterization using omics approaches: Current knowledge in health and disease

Contact Info

Product

Resources

About