The value of using schools as community assets for health

Caan, Woody; Cassidy, J; Coverdale, Gill; Ha, Ma; Nicholson, Wendy; M, Rao

doi:10.1016/j.puhe.2014.10.006

Cited by 38 publications

(29 citation statements)

References 63 publications

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“…Schools are considered a key setting for effective community-based mental health provision for many reasons, including their remit as educational institutions, access to young people and reduced stigma and increased inclusivity (Kavanagh et al 2009; Greenberg, 2010; Caan et al 2014). Schools already work towards well-being oriented goals, such as building friendships or developing self-identity whilst being able to rely on extensive supportive networks of their students comprising of peers, teaching staff, other professionals and parents (Jané-Llopis & Braddick, 2008).…”

Section: Introductionmentioning

confidence: 99%

Mental health provision in schools: approaches and interventions in 10 European countries

et al. 2017

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Background.The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries.Methods.Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators.Results.Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4–33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations.Conclusion.The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.

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Section: Introductionmentioning

confidence: 99%

Mental health provision in schools: approaches and interventions in 10 European countries

et al. 2017

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“…Given the amount of time young people spend in school, the existence of structures within schools that allow planned provision and interventions to be implemented effectively (e.g. curricula, behaviour monitoring, staff-parent communication), and their role as a key referral source to specialist services, schools represent an ideal setting for supporting mental health difficulties and promoting wellbeing (Caan et al, 2014;Greenberg, 2010; Jan e-Llopis & Braddick, 2008;Stephan, Weist, Kataoka, Adelsheim, & Mills, 2007). In addition, the key barriers to receiving support, including stigma and difficulty accessing services are reduced in schools (Stephan et al, 2007;Weist, 1999).…”

Section: Introductionmentioning

confidence: 99%

Mental health provision in schools: priority, facilitators and barriers in 10 European countries

Patalay

Giese

Stanković

et al. 2016

Child Adoles Ment Health

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Background Although schools are a key setting for the provision of mental health support for young people, little is known about the facilitators and barriers for providing such support. This study aimed to collect information from schools in 10 European countries regarding the priority given to mental health support for students, existence of a mental health‐related school policy, links with relevant external agencies, schools’ perceptions on whether they are providing sufficient mental health support and the barriers to provision of mental health support. Methods Data from 1346 schools were collected in France, Germany, Ireland, the Netherlands, Poland, Serbia, Spain, Sweden, United Kingdom and Ukraine through an online survey. Results Around 3% of the surveyed schools indicated that mental health provision was not a priority, compared to 47% indicating that it was a high/essential priority. More than half the surveyed schools did not implement a school policy regarding mental health. Half the surveyed schools reported not providing sufficient support with the key barriers identified including limited staff capacity, funding, access to specialists and lack of national policy and less than a third of schools reported good or excellent links with local mental health services. However, the responses varied by country with 8–19% between‐country variation across the study outcomes. Secondary schools reported significantly better links with agencies, were more likely to have a school policy and were less likely to indicate having sufficient existing support compared to primary schools. Privately funded schools reported that mental health support was a higher priority and identified less barriers to provision compared to publicly funded schools. Conclusions This study provides an up‐to‐date and cross‐country insight into schools’ perceptions regarding priority given to mental health support and the barriers they face in providing sufficient mental health and wellbeing support for their students. The cross‐country comparisons allow for a better understanding of the relationships between policy, practice and implementation and provide a platform for shared experiences and learning.

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“…However, there is an even greater mandate for health professionals not only to promote healthy weight behaviors, but to address the underlying determinants of excess weight among adolescents, such as depression, particularly in refugee adolescent populations. Schools have been identified as community assets and partners in promoting health for children and young people (Caan et al, ). Multifaceted school‐based intervention programs and environmental support designed to increase physical activity, promote healthy eating in school, and provide education on regulating screen time will help reinforce less obesogenic behaviors, even in those who might not seem to be at risk (Gonzalez‐Suarez, Worley, Grimmer‐Somers, & Dones, ; Williams et al, ).…”

Section: Discussionmentioning

confidence: 99%

Accuracy of Body Weight Estimation Among Palestinian Refugee Adolescents Living in Jordan: A Cross‐Sectional Study

Al‐Amer

Salamonson

Villarosa

et al. 2019

J of Nursing Scholarship

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Purpose We aimed to examine the prevalence of obesity among adolescents living in a refugee camp in Jordan and analyze the factors influencing their weight perceptions. Design Cross‐sectional survey. Methods We examined the body weight perception, and the influence of psychological, cultural, and social factors, among Palestinian refugee adolescents living in Jordan using a cross‐sectional survey. Univariate, bivariate, and multiple logistic regression analyses were used to investigate the relationships between body weight status, weight perception, satisfaction with weight, screen time, and depression status of these adolescents. Results A total of 620 adolescents participated in the study, of which 24% were either overweight or obese. Overweight or obese adolescents were more likely to underestimate their weight (p < .001), while those with depressive symptoms (Patient Health Questionnaire for Adolescents score > 14), were more likely to overestimate their body weight (p = .021). Having symptoms indicative of depression (adjusted odds ratio [AOR] = 1.70; 95% confidence interval [CI] = 1.16–2.50) and having a body mass index in the overweight/obese range (AOR = 4.16; 95% CI = 2.73–6.35) were predictors of discordant weight perception. Conclusions This study showed that excess body weight is a significant issue among Palestinian refugee adolescents living in a refugee camp in Jordan. Underlying depression is an important factor in excess weight and distorted weight perceptions especially among this vulnerable group. Clinical Relevance The study highlights the importance of addressing discordant body weight perception and depression in weight management in nursing interventions for vulnerable adolescent groups.

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The value of using schools as community assets for health

Cited by 38 publications

References 63 publications

Mental health provision in schools: approaches and interventions in 10 European countries

Mental health provision in schools: approaches and interventions in 10 European countries

Mental health provision in schools: priority, facilitators and barriers in 10 European countries

Accuracy of Body Weight Estimation Among Palestinian Refugee Adolescents Living in Jordan: A Cross‐Sectional Study

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