Supporting every school to become a foundation for healthy lives

Jourdan, Didier; Gray, Nicola J.; Barry, Margaret M.; Caffé, Sonja; Cornu, Christophe; Diagne, Falou; Hage, Fadi El; Farmer, Mychelle; Slade, Sean; Marmot, Michael; Sawyer, Susan Μ

doi:10.1016/s2352-4642(20)30316-3

Cited by 59 publications

(50 citation statements)

References 39 publications

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“…Items were composed of close questions, with answers based on a Likert scale from 1 to 7 (not at all important = 1 very important = 7), for example: "How important do you think it is to address the following issues related to students' health and to activate prevention/health promotion actions on these topics in this period?" [22]. In the second part, the authors examined, in the literature the construct and scales to measure self-efficacy.…”

Section: Instrumentsmentioning

confidence: 99%

School Health Promotion at the Time of COVID-19: An Exploratory Investigation with School Leaders and Teachers

Boldrer

Fagnani

Pezzoli

et al. 2021

EJIHPE

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The Coronavirus pandemic has impacted the entire school population’s emotions and the disruption of the organization of the school world. In this context it is important to reflect on the role of health promotion at school. The present study aimed at exploring school leaders’ and teachers’ perspectives and experiences about COVID-19 pandemic and its effects in the school and education system. The first objective was to gather the experience of school leaders regarding the change in school organization, with particular attention to organizational and health promotion aspects. The second was to investigate the perception of health promotion and self-efficacy of teachers in primary, middle and high schools. The research was conducted using qualitative (focus groups for the school leaders) and quantitative methods (questionnaires for the teachers). The findings showed new ways of improving wellbeing at school and implementing health promotion through the sharing of good practice between school leaders. The need for time and space to reflect among school leaders on the educational and didactic aspects of school organization also emerged. Teachers showed a low to medium level of self-efficacy regarding the adoption of strategies in line with health promotion; specificities for each grade and level will be discussed.

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Section: Instrumentsmentioning

confidence: 99%

School Health Promotion at the Time of COVID-19: An Exploratory Investigation with School Leaders and Teachers

Boldrer

Fagnani

Pezzoli

et al. 2021

EJIHPE

View full text Add to dashboard Cite

show abstract

“…In short, this research responds to the call to coordinate education and health in school habits, as proposed by Jourdan et al and Merlo et al (25,26). The U4HK evaluation ratifies the findings of McMullen et al concerning partnerships between disciplines and sectors of the community being valuable and necessary for health promotion rooted in schools (27).…”

Section: Discussionmentioning

confidence: 51%

Effects of a Healthy Habit Promotion Strategy on Colombian Schoolchildren

et al. 2021

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Chronic non-communicable diseases (CNCD) show an increasing tendency, especially in low- and medium-income countries. It is necessary to develop and evaluate strategies to strengthen healthy habits at an early age in these countries. Objective: To determine the effect of the health promotion strategy “United for Healthier Kids” (U4HK) on health lifestyle habits of a group of Colombian schoolchildren for the 2018-2020 period. Materials and methods: This quasi-experimental study features treatment and control groups and pre- and post-intervention measurements. The study involved 1,011 schoolchildren between six and twelve years old from seven rural and urban schools of the Sabana Centro region of Colombia. We used the Healthy Habits Measurement Tool, previously validated in Colombia. Results: When comparing within and between groups, the UHK strategy showed statistically significant differences in healthy habits (p < 0.05) related to nutrition and physical activity in schoolchildren. Conclusions: The U4HK strategy had a positive effect and impact on the schoolchildren’ healthy habits, especially in the ‘chooses to drink water’ and ‘moves more’ components. There were statistically significant differences (p < 0.05) between groups in four out of the five categories: drinks more water, chooses nutritios and varied options, eats and cooks as a family, and moves more. The U4HK strategy responds to current and future health problems in schoolchildren and helps prevent chronic diseases. It could be replicated in similar populations.

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“…Closer connection of school staff with public health and healthcare professionals at the local school level during the pandemic might also have facilitated access to personal protective equipment and hygiene products. This is a time to review how health professionals can create a new vision of their engagement with schools in their community, as a trusted advisor and advocate who can build health and wellness capacity within school teams (Jourdan et al, 2021). ©UNESCO Chair GHE 2021…”

Section: Implications For Intersectoral Working In Schoolsmentioning

confidence: 99%

Co-operation and consistency: a global survey of professionals involved in reopening schools during the COVID-19 pandemic

Gray

Jourdan

2021

Self Cite

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PurposeDuring the 2020 COVID-19 pandemic, schools closed in haste and were expected to create virtual learning opportunities for their students while they waited to see when and how they might re-open. National governments issued reopening guidance at varying speeds. The purpose of this study was to invite health and education professionals to share what was happening in their country about school reopening in terms of the features and implications of the guidance issued.Design/methodology/approachA qualitative study. Initial interviews informed a semi-structured questionnaire distributed through the global community of UNESCO Chair ‘Global Health and Education’ and partner organisations. Its aim was to collect, analyse and share globally relevant knowledge and practices about school reopening.FindingsThere were 192 useable responses from 43 countries and territories and 1 multi-country region. 20 of these, mainly in the Global North, had received reopening guidance, 23 were still waiting and 1 had not closed its schools. Guidance prioritised public health measures like social distancing, with less emphasis on education impacts. Success came from partnerships between schools, families and local authorities, consistent guidance and enough time and resources for implementation. Fear of infection led to significant absenteeism among students and staff. Respondents waiting for guidance, mainly in the Global South, shared similar concerns and expectations.Originality/valueDescribing first-hand practices and perspectives of health and education professionals from diverse countries and territories about reopening schools.

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Supporting every school to become a foundation for healthy lives

Cited by 59 publications

References 39 publications

School Health Promotion at the Time of COVID-19: An Exploratory Investigation with School Leaders and Teachers

School Health Promotion at the Time of COVID-19: An Exploratory Investigation with School Leaders and Teachers

Effects of a Healthy Habit Promotion Strategy on Colombian Schoolchildren

Co-operation and consistency: a global survey of professionals involved in reopening schools during the COVID-19 pandemic

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