Peering in: youth perspectives on Health Promoting Schools and youth engagement in Nova Scotia, Canada

Abstract

Health Promoting Schools (HPS) is a whole-school approach that shapes the conditions necessary to support student health and well-being. Youth engagement is recognized as key to HPS implementation, yet research related to the involvement of youth voice in school health promotion initiatives is limited. The purpose of this study was to understand youth perspectives on HPS and school youth engagement. Ten youth (grades 9–10, ages 14–16) were trained as peer researchers using a Youth Participatory Action Research approach. The peer researchers interviewed 23 of their peers (grades 7–10, ages 12–16) on perspectives related to HPS and school youth engagement. All interviews were audio-recorded, transcribed and data were analysed using inductive ‘codebook’ thematic analysis. Themes related to a healthy school community were mapped onto the pillars of HPS: (i) Social and Physical Environment, (ii) Teaching and Learning, (iii) Partnerships and Services and (iv) School Policies. Participants placed more importance on the social and physical environment of the school including respect, inclusivity, supportive relationships and the design of spaces. Key factors for youth engagement were: (i) safe and supportive spaces, (ii) passion and interest, (iii) using their voice, (iv) power dynamics, (v) accessibility and (vi) awareness. With recognition that youth engagement is a crucial part of HPS, this work provides relevant and applicable information on areas of the healthy school community that are important to youth, and if/how they are meaningfully engaged in school decision-making.

Process and experience of youth researchers within a Health Promoting Schools study in Nova Scotia, Canada

“…Yet, a novel, and understudied technique, is the peer researcher method ( Lile & Richards, 2018 ). This is where youth engage in research and ethics training to establish their competence in conducting interviews and/or focus groups with their peers ( Lile & Richards, 2018 ; Kontak et al, 2022 ). The peer researcher method moves away from conventional techniques of adults conducting interviews on youth ( Lile & Richards, 2018 ; Kontak et al, 2022 ) and can provide credibility to an array of methodological components, including feasibility of recruitment, appropriateness of interview tools, feedback on data collection techniques, quality of data collected and the meaningfulness of the research findings ( Hawke et al, 2018 , p. 20; Jardine & James, 2012 ).…”

“…The HPS model has been implemented in Nova Scotia, Canada since 2005, yet research suggests there is a lack of youth engagement within the current provincial model ( McIsaac et al, 2015 , 2017 ; Kontak et al, 2022 ). Recently, UpLift, a school–community partnership was developed to help catalyze HPS in the province, with an emphasis on increased youth engagement.…”

The process of student engagement in school health promotion: A scoping review

“…4) Group Dynamics (Interpersonal) Group dynamics mainly related to the structure of a formal or informal group or committee in uencing the engagement of students in school health promotion. Composition of the group including diversity, and number of students as well democratic election processes, if applicable, impacted the level of engagement (53,60,67,72,82). For example, larger group sizes were viewed as a barrier to engagement practices (53,60,82).…”

“…Involving students in inquiry allows them to further examine the health needs of their peers and/or wider school community (44, 65, 69, 71, 78), as well as increases their ownership through understanding of their own health data (20). Methods executed in the sources included employing needs assessments and surveys (78), conducting photovoice projects (53,66,74) and peer to peer interviews (72). 4) Action-oriented learning Action-oriented learning was a key characteristic of engaging and sustaining students in school health promotion programs and activities (8, 13,19,20,43,45,47,50,58,63,71,78,79).…”

Development and implementation of a municipal outdoor play policy for children and youth in Nova Scotia, Canada: a community case study

“…The UpLift Partnership is a School-Community-University Partnership in Nova Scotia, Canada supporting the health and learning of school-aged children and youth using a Health Promoting Schools (HPS) approach ( 23 , 24 ). The UpLift core team is hosted within Dalhousie University’s Healthy Populations Institute, while operating in partnership with the provincial government, Nova Scotia Health, school communities, non-profits, and the private sector.…”