School and community relationship in the perspective of Health Promotion

Abstract

Goals: The aim of this study was to analyze the scientific production on the relationship between school and community in the perspective of Health Promotion.Method: Integrative review. The search was guided by question: How has the relationship between school and community occurred in Health Promotion?Results: Nine studies were selected in Portuguese, Spanish and English, published from April 2006 to April 2016. Most of the rescued studies showed that the type of relationship between school and community has based on actions that are not linked to the principles of Health Promotion, mostly focused on the individual, without considering collective issues, risk factors that cause illness, disconnected from the social context. Few studies present advances in Health Promotion with a critical-citizen perspective and experiences with the potential for the necessary establishment of the school and community relation. Conclusion:Although the relationship between school and community in the perspective of Health Promotion presents as elementary and not deepened, the successful experiences show good prospects of overcoming. It is necessary to move forward and bring the relationship between school and community in a synergetic movement in favor of Health Promotion.

Context and the mechanisms in intersectoral school-based health promotion interventions: A critical interpretative synthesis

“…The majority of articles included in this synthesis come from industrialised countries, with only two originating in the developing world where fewer studies focusing on the implementation of intersectoral SHPI have taken place (Mukamana and Johri, 2016; Pinto et al, 2017). This framework should therefore be applied cautiously to work in developing world contexts, where key elements of the local contexts have yet to be characterised and identified.…”

“…School-based health promotion interventions (SHPI) have been implemented extensively over recent decades in developed and developing countries (Holveck et al, 2007; Langford et al, 2015; Mukamana and Johri, 2016; Pinto et al, 2017). This type of health promotion activity should be implemented in collaboration with stakeholders to improve health and well-being (Holveck et al, 2007; Langford et al, 2015; Mukamana and Johri, 2016; St Leger, 2001) and reduce health inequities among children and community members (Langford et al, 2015; Turunen et al, 2017).…”

“…Schools are embedded in their surrounding communities (Haggis, 2010; Rosas, 2017), and SHPI can create complex dynamics among different partners (school sector, health sector and community stakeholders) and at various hierarchical levels (Rosas, 2017). To engage productively with these challenges, SHPI should be implemented collaboratively (Mukamana and Johri, 2016; Pinto et al, 2017; Rosas, 2017; St Leger, 2004; Turunen et al, 2017). Intersectoral collaboration, which can be defined as a collective action in which several stakeholders with common goals perform different roles, is therefore necessary (Adeleye and Ofili, 2010) to improve intervention efficiency and effectiveness, and ensure its sustainability (Adeleye and Ofili, 2010; Pommier and Ferron, 2013).…”

“…Most studies present a linear or overly simple approach that does not take into account the complexity of the environment where interventions are implemented (Joyce et al, 2016; Turunen et al, 2017). Moreover, many projects do not involve local stakeholders optimally in the implementation of SHPI (Mukamana and Johri, 2016; Pinto et al, 2017).…”