The health promoting school in Europe: conceptualising and evaluating the change

Parsons, Carl; Stears, David; Thomas, Caroline

doi:10.1177/001789699605500306

Cited by 99 publications

(68 citation statements)

References 3 publications

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“…This could pose problems, however, with another study finding it difficult to gather and maintain momentum in implementing strategies within a period of one school year and that it was important to develop strategies that were sustainable after the project ceased (36) . The evidence suggests that those who design nutrition interventions need to recognize the characteristics and patterns of social, cultural and behavioural factors within a socio-ecological perspective when exploring feasible and effective interventions for a target population (58)(59)(60)(61) . In addition, once healthy eating habits have been cultivated it is vital to provide supportive reinforcing factors to strengthen those behaviours and to prevent healthy behaviours reverting back to unhealthier ones (62,63) .…”

Section: Discussionmentioning

confidence: 99%

The implementation and effectiveness of school-based nutrition promotion programmes using a health-promoting schools approach: a systematic review

Wang

Stewart

2012

Public Health Nutr.

151

140

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Objective: To evaluate implementation and effectiveness of nutrition promotion programmes using the health-promoting schools (HPS) approach, to indicate areas where further research is needed and to make recommendations for practice in this field. Design: The searched electronic databases included: CINAHL, Cochrane Library, Health Reference Center, Informit Search, MEDLINE, ProQuest, PsycINFO, PubMed, ScienceDirect, Scopus, Social Services Abstracts and Web of Science. Inclusion criteria were: (i) controlled or before-and-after studies evaluating a nutrition intervention and involving the HPS approach, either fully or in part; (ii) provision of information about components and delivery of the intervention; and (iii) report on all evaluated outcomes. Setting: Schools. Subjects: Students, parents and school staff. Results: All included studies described intervention delivery and six reported on process evaluation. In intervention schools school environment and ethos were more supportive, appropriate curriculum was delivered and parents and/or the community were more engaged and involved. Students participated in interventions at differing levels, but the majority was satisfied with the intervention. The evidence indicates that nutrition promotion programmes using the HPS approach can increase participants' consumption of high-fibre foods, healthier snacks, water, milk, fruit and vegetables. It can also reduce participants' 'breakfast skipping', as well as reduce intakes of red food, low-nutrient dense foods, fatty and cream foods, sweet drinks consumption and eating disorders. It can help to develop hygienic habits and improved food safety behaviours. Conclusions: More professional training for teachers in the HPS approach, further qualitative studies, longer intervention periods, improved follow-up evaluations and adequate funding are required for future school-based nutrition promotion programmes.

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Section: Discussionmentioning

confidence: 99%

The implementation and effectiveness of school-based nutrition promotion programmes using a health-promoting schools approach: a systematic review

Wang

Stewart

2012

Public Health Nutr.

151

140

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“…Therefore, although nutrition knowledge awareness is not always correlated to the a specific related eating behaviour due to the complex nature of eating behaviours, we must persist in popularizing target populations' nutrition knowledge awareness. It has been recommended that single behaviours should be targeted using a comprehensive and multifaceted knowledge approach, with evidence suggesting that adolescents and their families are less likely to incorporate numerous lifestyle changes all at once and that more targeted and simple messages may be more effective in eliciting changes in eating behaviours [43,44]. In terms of the kind of breakfast eaten, the most common food was grain or cereal-based food.…”

Section: Discussionmentioning

confidence: 99%

Knowledge, attitudes and behaviour regarding nutrition and dietary intake of seventh-grade students in rural areas of Mi Yun County, Beijing, China

Wang

Shi

Chang

et al. 2013

Environ Health Prev Med

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Objectives To investigate the knowledge, attitudes and behaviour of seventh-grade students regarding nutrition and dietary intake, to collect data that would facilitate the design and implementation of interventions aimed at promoting good nutrition in adolescents via the school and to contribute to the improvement of adolescents' health in rural regions. Methods This was a descriptive, cross-sectional study in which a 27-item, self-administered, structured questionnaire, designed in Chinese, was administered to seventhgrade students attending one of three rural middle schools, chosen randomly from 15 middle schools, in Mi Yun County, Beijing. Results In terms of nutrition knowledge, 84.5 % of respondents had scores of between 3 and 7. Based on our analysis of the completed questionnaires, during the 7 days preceding completion of the questionnaire 43.6 % of respondents had eaten fresh fruit at least once per day, 71.3 % had eaten vegetables at least once per day, 22.3 % had consumed at least one glass of milk (or soy milk or yogurt) each day and 68.6 % had eaten breakfast every day. In total, 95.2 % of respondents thought nutrition was very important or important to their health, and 94.2 % thought it was very important or important to develop healthy dietary habits. Of the respondents, 52.7 % thought good food quality was the most important aspect of nutrition and dietary intake and 62.2 % thought food safety was the most important aspect. Conclusions Based on the results of our survey we suggest their should be continuous efforts to teach adolescents in rural areas of China about various aspects of good nutrition, to encourage diversity in their choice of breakfasts, to guarantee food safety and to improve food quality.

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“…There are generally three approaches set out by the literature that are characteristic of the HPS approach (Deschesnes et al 2003): 1) the formal curriculum 2) the school environment 3) the school/community interactions (Nutbeam et al, 1987;Parsons et al, 1996). Of the three domains, the most focus is generally placed on the health related curriculum (Lynagh et al, 1997).…”

Section: Challengesmentioning

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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The health promoting school in Europe: conceptualising and evaluating the change

Cited by 99 publications

References 3 publications

The implementation and effectiveness of school-based nutrition promotion programmes using a health-promoting schools approach: a systematic review

The implementation and effectiveness of school-based nutrition promotion programmes using a health-promoting schools approach: a systematic review

Knowledge, attitudes and behaviour regarding nutrition and dietary intake of seventh-grade students in rural areas of Mi Yun County, Beijing, China

An examination of Health Promoting Schools in Ireland

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