Promoting health literacy in secondary schools: A review

Hagell, Ann; Rigby, Emma; Perrow, Frances

doi:10.12968/bjsn.2015.10.2.82

Cited by 31 publications

(16 citation statements)

References 19 publications

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“…Applying general health literacy models to the target group that were not especially developed to meet the needs and demands of children and young people may actually hinder effective health literacy promotion and development in that target group. Such practices have been observed in some summarizing articles on children’s and young people’s health literacy as well [39, 57]. The described scarcity of health literacy understandings that incorporate specific target group characteristics and perspectives reveals a current research gap.…”

Section: Discussionmentioning

confidence: 99%

Health literacy in childhood and youth: a systematic review of definitions and models

et al. 2017

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BackgroundChildren and young people constitute a core target group for health literacy research and practice: during childhood and youth, fundamental cognitive, physical and emotional development processes take place and health-related behaviours and skills develop. However, there is limited knowledge and academic consensus regarding the abilities and knowledge a child or young person should possess for making sound health decisions. The research presented in this review addresses this gap by providing an overview and synthesis of current understandings of health literacy in childhood and youth. Furthermore, the authors aim to understand to what extent available models capture the unique needs and characteristics of children and young people.MethodSix databases were systematically searched with relevant search terms in English and German. Of the n = 1492 publications identified, N = 1021 entered the abstract screening and N = 340 full-texts were screened for eligibility. A total of 30 articles, which defined or conceptualized generic health literacy for a target population of 18 years or younger, were selected for a four-step inductive content analysis.ResultsThe systematic review of the literature identified 12 definitions and 21 models that have been specifically developed for children and young people. In the literature, health literacy in children and young people is described as comprising variable sets of key dimensions, each appearing as a cluster of related abilities, skills, commitments, and knowledge that enable a person to approach health information competently and effectively and to derive at health-promoting decisions and actions.DiscussionIdentified definitions and models are very heterogeneous, depicting health literacy as multidimensional, complex construct. Moreover, health literacy is conceptualized as an action competence, with a strong focus on personal attributes, while also recognising its interrelatedness with social and contextual determinants. Life phase specificities are mainly considered from a cognitive and developmental perspective, leaving children’s and young people’s specific needs, vulnerabilities, and social structures poorly incorporated within most models. While a critical number of definitions and models were identified for youth or secondary school students, similar findings are lacking for children under the age of ten or within a primary school context.

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Section: Discussionmentioning

confidence: 99%

Health literacy in childhood and youth: a systematic review of definitions and models

et al. 2017

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“…While the merit of school nurses is supported by limited previous research, alongside the need for more quality research on this topic (Wainwright, Thomas, & Jones, 2000), a shortage of nurses has been reported. In the United Kingdom, nurses are usually allocated to several different schools and are, therefore, not based at any particular school on a full-time basis (Hagell, Rigby, & Perrow, 2015). Further mixed-methods research is required to investigate the effect of this role on improving student health and well-being.…”

Section: Discussionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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“…Adolescence is argued to be a critical time for developing or intensifying non-communicable disease risks, including obesity, inactivity and poor diet (29)(30)(31). Consequently, secondary schools remain an important setting for preventing obesity and influencing the lifestyle behaviours of 11-16 year olds across the demographic spectrum (32,33).…”

Section: Introductionmentioning

confidence: 99%

Headteachers’ and chairs of governors’ perspectives on adolescent obesity and its prevention in English secondary school settings

Booth

Halliday

Cooper

2019

Journal of Public Health

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Background Secondary schools are an important setting for preventing obesity in adolescence. Headteachers and chairs of governors are identified in national guidance as crucial stakeholders for school-based preventative action. Despite this, their views remain unexplored and unrepresented. Methods A sequential mixed method study was conducted. Semi-structured interviews were undertaken with a purposive sample of 22 secondary school headteachers and chairs of governors in England. Data were thematically analysed and informed the development of a descriptive cross-sectional survey, completed by 127 participants from the same population. Results Unhealthy dietary and sedentary behaviours were viewed as a more significant problem than adolescent obesity. Obesity was perceived as complex and multi-causal, and a range of stakeholders were deemed to have responsibility for its prevention, most notably parents. Support was identified for the role of secondary schools, although this was not an explicit priority and extensive internal and external barriers exist, which hinder preventative action. Conclusions Whilst secondary school settings in England remain an important setting for the prevention of adolescent obesity, it is crucial for policy makers and public health professionals to recognize the factors affecting school leaders’ ability and willingness to contribute to this agenda.

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Promoting health literacy in secondary schools: A review

Cited by 31 publications

References 19 publications

Health literacy in childhood and youth: a systematic review of definitions and models

Health literacy in childhood and youth: a systematic review of definitions and models

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Headteachers’ and chairs of governors’ perspectives on adolescent obesity and its prevention in English secondary school settings

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