Leading and Supporting the Implementation of the Norwegian Network of Health Promoting Schools

Viig, Nina Grieg; Fosse, Elisabeth; Samdal, Oddrun; Wold, Bente

doi:10.1080/00313831.2011.621139

Cited by 21 publications

(27 citation statements)

References 24 publications

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“…A support framework for teachers within which to implement HPS should be a corner stone of any national HPS implementation, to avoid teacher burnout. The international literature tells us that working within and with other HPS has positive effects for implementation (Viig et al, 2012). Young (2005 advocates a strong need for political will and supportive policy framework in order to support teachers and schools.…”

Section: Resultsmentioning

confidence: 99%

An examination of Health Promoting Schools in Ireland

2016

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Purpose: This paper reports the results of a national survey that examined the extent of implementation of health promoting schools (HPS) in Ireland.Design/methodology/approach: A quantitative research design was adopted. A questionnaire was administered to all post primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA.Findings: A response rate of 56% (n=394) was achieved. Over half of these schools (56%) selfidentified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35% of HPS schools had a team supporting HPS developments. Only 36% identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary. Research limitations:The research was conducted with school staff, in the first instance who self-reported their school's level of HPS engagement.Originality/value: This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted.Keywords: Health Promoting Schools, School, Environment, Curriculum, Policy, Partnership Article Classification: Research paper Introduction Defining health promoting schoolsSchools are recognised as important settings for health promotion (Mukoma and Flisher, 2004;St. Leger et al., 2010). Behaviours that have a profound effect on health status, such as physical activity and diet are established during the school years (Mohammadi et al., 2010). The foundation of health promoting schools has its origins in the Ottawa Charter for Health Promotion (WHO 1986), where schools were identified as an important health promoting setting. The principles outlined in the charter were adopted for schools by the World Health Organisation (WHO) and became known as the Health Promoting School (HPS) concept (Whitman and Aldinger, 2009). A HPS is defined as a school that is "constantly strengthening its capacity to be a healthy setting for living, learning and working by focusing on all the conditions that effect health" (WHO 1998, p.2).In HPS the didactic approach to teaching health is replaced by a more holistic model of health education, in the hope that an all-encompassing approach will help to promote health gain. Indeed, "school health programmes that co-ordinate the delivery of education and health services and promote a healthy environment could become one of the most efficient means available for almost every nation in the world to improve significantly the well-being of its peo...

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Section: Resultsmentioning

confidence: 99%

An examination of Health Promoting Schools in Ireland

2016

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“…Three Austrian studies investigated capacity building in relation to provincial support strategies [ 33 ], perceived support by schools [ 32 ] and provision of a pilot training course [ 34 ] ( micro- and exosystem ) and two other studies examined a regional network through stakeholders perceptions of learning [ 35 ] and side effects of HP [ 36 ] ( micro- and mesosystem ). Five studies in Norway discussed participation of schools in the Norwegian network of HP in terms of program leader support [ 37 ], teacher motivation and participation [ 38 ] and school implementation [ 39 , 40 , 41 ] ( micro- and mesosystem ). In Scotland, HP is well integrated into the school system, with all schools being required (and being monitored) to become a HPS since 2007 ( macrosystem ).…”

Section: Resultsmentioning

confidence: 99%

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

McIsaac

Hernandez

Kirk

et al. 2016

IJERPH

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Health promoting schools (HPS) is recognized globally as a multifaceted approach that can support health behaviours. There is increasing clarity around factors that influence HPS at a school level but limited synthesized knowledge on the broader system-level elements that may impact local implementation barriers and support uptake of a HPS approach. This study comprised a scoping review to identify, summarise and disseminate the range of research to support the uptake of a HPS approach across school systems. Two reviewers screened and extracted data according to inclusion/exclusion criteria. Relevant studies were identified using a multi-phased approach including searching electronic bibliographic databases of peer reviewed literature, hand-searching reference lists and article recommendations from experts. In total, 41 articles met the inclusion criteria for the review, representing studies across nine international school systems. Overall, studies described policies that provided high-level direction and resources within school jurisdictions to support implementation of a HPS approach. Various multifaceted organizational and professional interventions were identified, including strategies to enable and restructure school environments through education, training, modelling and incentives. A systematic realist review of the literature may be warranted to identify the types of intervention that work best for whom, in what circumstance to create healthier schools and students.

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“…Good leadership is thus seen as a key factor for successful implementation of health education and health promotion in schools (Grieg Viig et al 2012 ). Good leadership is thus seen as a key factor for successful implementation of health education and health promotion in schools (Grieg Viig et al 2012 ).…”

Section: Leadershipmentioning

confidence: 99%

Schools for Health and Sustainability

Simovska¹,

McNamara²

2015

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Leading and Supporting the Implementation of the Norwegian Network of Health Promoting Schools

Cited by 21 publications

References 24 publications

An examination of Health Promoting Schools in Ireland

An examination of Health Promoting Schools in Ireland

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

Schools for Health and Sustainability

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