scholarly journals An examination of Health Promoting Schools in Ireland

2016 ◽  
Vol 116 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Sharon Moynihan ◽  
Didier Jourdan ◽  
Patricia Mannix McNamara
Keyword(s):  
Primary Schools ◽  
Quantitative Research ◽  
Good Practice ◽  
Content Type ◽  
Whole School ◽  
Health Promoting Schools ◽  
Starting Point ◽  
Diet And Exercise ◽  
Health Promoting ◽  
Policy And Planning

Purpose – The purpose of this paper is to report 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 per cent (n=394) was achieved. Over half of these schools (56 per cent) self-identified 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 per cent of HPS schools had a team supporting HPS developments. Only 36 per cent 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/implications – 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.

scholarly journals A confluence of evidence

2016 ◽  
Vol 116 (2) ◽  
pp. 154-176 ◽  
Author(s):  
Felicity Thomas ◽  
Peter Aggleton
Keyword(s):  
Health Education ◽  
School Connectedness ◽  
International Health ◽  
Evidence Base ◽  
Content Type ◽  
Whole School ◽  
Health Promoting Schools ◽  
Health Related ◽  
Health Promoting ◽  
Whole School Approach

Purpose – The purpose of this paper is to contribute to the evidence base to support whole school approaches. Design/methodology/approach – The authors conduct a review of published evaluations and evidence syntheses across six areas in the international health-promoting schools literature. Findings – Although whole school approaches are often advocated in literature and policy on health-promoting schools, the evidence base for their effectiveness is partial and is often health topic specific. This paper reviews the evidence base across six different health-related areas, namely: sexual health; bullying; alcohol and drug use; mental health; school connectedness; and access to services. It identifies commonalities in learning, enabling a confluence of evidence on the factors central to the provision of effective health education and support within schools. Whilst findings endorse a whole school approach, they also suggest that some of the more subtle evidence-based principles on which such approaches are underpinned are not generally explicitly reflected in practice. Originality/value – The paper offers the first cross-topic synthesis of findings on health education effects and effectiveness in six health-related areas, to identify commonalities in learning. Findings contribute to the evidence base for the use of a whole school approach when undertaking health education in schools.

Implementing health-promoting schools to prevent obesity

2020 ◽  
Vol 120 (2) ◽  
pp. 197-216
Author(s):  
Lindsay Bennett ◽  
Sharyn Burns
Keyword(s):  
Stakeholder Engagement ◽  
Role Models ◽  
Primary Schools ◽  
World Health ◽  
Health Concern ◽  
Evaluation Data ◽  
Content Type ◽  
Barriers And Enablers ◽  
Health Promoting Schools ◽  
Health Promoting

PurposeObesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.Design/methodology/approachA literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.FindingsNine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.Originality/valueFuture interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.

Relational university, learning and entrepreneurship ecosystems for sustainable tourism

2019 ◽  
Vol 10 (4) ◽  
pp. 905-926 ◽  
Author(s):  
Rosa María Torres Valdés ◽  
Carolina Lorenzo Álvarez ◽  
Javier Castro Spila ◽  
Alba Santa Soriano
Keyword(s):  
Quantitative Research ◽  
Sustainable Tourism ◽  
Small Scale ◽  
Second Primary ◽  
University Management ◽  
Participatory Action ◽  
Content Type ◽  
Starting Point ◽  
Entrepreneurship Ecosystems ◽  
Teaching Learning

Purpose This paper aims to offer a conceptual model for the development of a teaching–learning experiential ecosystem which favors university entrepreneurship in the area of sustainable tourism and innovation acceleration. Design/methodology/approach The methodology is carried out in two phases. First, participatory action research in the context of the “Protocol and Event Organization” subject, included in the Tourism degree taught at the University of Alicante, analyzing a didactic experience as a case study. Second, primary qualitative and quantitative research. Findings Although at a small scale, it is shown that the relational approach for university management fosters entrepreneurship and generates social awareness regarding the sustainable tourism business. Research limitations/implications This is a local simulatory case on relational university and is based on only one subject. However, as a starting point, it has the following implications. Practical implications The authors contribute in a practical manner to model a learning and entrepreneurship ecosystem for configuring an education innovation agenda in the field of tourism, with the cooperation of all agents involved in this sector to accelerate novel entrepreneurships, as well as transitions, toward sustainability. Social implications The model is useful to accelerate new entrepreneurship and transitions toward sustainable regional development. Originality/value Students have led the process and have become quintessential relationatory agents, creating their own career opportunities on sustainable tourism, in addition to creating society–university links.

scholarly journals The Health Promoting Schools Framework: Known Unknowns and an Agenda for Future Research

2016 ◽  
Vol 44 (3) ◽  
pp. 463-475 ◽  
Author(s):  
Rebecca Langford ◽  
Christopher Bonell ◽  
Kelli Komro ◽  
Simon Murphy ◽  
Daniel Magnus ◽  
...  
Keyword(s):  
Low Income ◽  
School Health ◽  
World Health ◽  
Current Evidence ◽  
Future Research ◽  
Process Data ◽  
Whole School ◽  
Health Promoting Schools ◽  
Health Promoting ◽  
Known Unknowns

The World Health Organization’s Health Promoting Schools (HPS) framework is a whole-school approach to promoting health that recognizes the intrinsic relationship between health and education. Our recent Cochrane systematic review found HPS interventions produced improvements in a number of student health outcomes. Here we reflect on what this review was not able to tell us: in other words, what evidence is missing with regard to the HPS approach. Few HPS interventions engage with schools’ “core business” by examining impacts on educational outcomes. Current evidence is dominated by obesity interventions, with most studies conducted with children rather than adolescents. Evidence is lacking for outcomes such as mental or sexual health, substance use, and violence. Activities to engage families and communities are currently weak and unlikely to prompt behavioral change. The HPS approach is largely absent in low-income settings, despite its potential in meeting children’s basic health needs. Intervention theories are insufficiently complex, often ignoring upstream determinants of health. Few studies provide evidence on intervention sustainability or cost-effectiveness, nor in-depth contextual or process data. We set out an agenda for future school health promotion research, considering implications for key stakeholders, namely, national governments, research funders, academics, and schools.

Parental participation in primary schools; the views of parents and children

2014 ◽  
Vol 114 (5) ◽  
pp. 378-397 ◽  
Author(s):  
Yetunde O. John-Akinola ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Primary Schools ◽  
School Health ◽  
Study Data ◽  
Parental Participation ◽  
School Life ◽  
Content Type ◽  
School Activities ◽  
Parents And Children ◽  
Health Promoting ◽  
Open Question

Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.

E-safety for high schools project

2014 ◽  
Vol 8 (1) ◽  
pp. 44-46
Author(s):  
Mubina Asaria
Keyword(s):  
High Schools ◽  
New Technologies ◽  
Good Practice ◽  
Social Model ◽  
Health Improvement ◽  
Educational Approach ◽  
Positive Role ◽  
Multifaceted Approach ◽  
Content Type ◽  
Whole School

Purpose – Greenford High School has been successful in their bid to John Lyon's Charity for their “E-safety for high schools” project to safeguard and educate young people from the increasing risks emanating from new technologies and the internet. The paper aimed at addressing the significant gap in e-safety provision across schools, the project will enable this school in West London to share and replicate their innovative model of good practice – recently commended by the Ealing Health Improvement Team – with three high schools as part of a three-year training and development programme. Design/methodology/approach – This paper aims to provide some background to the project and outline its unique holistic and multifaceted approach to managing e-safety and cyberbullying, within the context of a broader social, behavioural and educational model rather than the narrowly defined ICT context within which it is traditionally perceived. Findings – E-safety is a whole school issue and can only be effectively addressed through collective critical thinking and a social, cultural and educational approach. Originality/value – This e-safety project is unique in promoting the opportunities afforded by technology through harnessing the positive role of the bystander and addressing e-safety through a broader, social model and multifaceted approach.

Faith-informed intellectual freedom: an annotated bibliography

2016 ◽  
Vol 35 (2) ◽  
pp. 48-53
Author(s):  
Denise Rachel Gehring
Keyword(s):  
Quantitative Research ◽  
Academic Library ◽  
Annotated Bibliography ◽  
Intellectual Freedom ◽  
Collection Development ◽  
Content Type ◽  
Starting Point ◽  
Development Policies ◽  
Christian Institutions ◽  
Faith Based Institutions

Purpose The purpose of this annotated bibliography is to show perspectives on intellectual freedom from literature that provides approaches for librarians in faith-based institutions. The articles reviewed in this annotated bibliography will assist both Christian and secular librarians in selecting library materials. Design/methodology/approach The author identified sources using LISTA, ATLA and other common library databases. Sources were selected from 1993 to the present, focusing on sources that are on the application of intellectual freedom in the Christian academic library and/or librarian. Findings Best (2010) discusses censorship in academic libraries based on the top ten most-challenged books in 2007 which have research implications for Christian institutions. Johnson (2002), Davis (2002) and Smith (2004) offer library recommendations based on the review of the literature and their own practice. Hippenhammer (1993/1994) presents survey data and findings on collection development policies and intellectual freedom from Christian libraries. Matacio (2003) shares quantitative research from Seventh-Day Adventist (SDA) libraries applicable to other Christian institutions. Research limitations/implications The majority of the research on intellectual freedom and Christian librarianship is from 10 or more years ago. Originality/value This annotated bibliography is a starting point for research that could be conducted to help in the evaluation of Christian academic library’s collection development policy.

scholarly journals Health, well-being and education

2020 ◽  
Vol 120 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Kevin Dadaczynski ◽  
Bjarne Bruun Jensen ◽  
Nina Grieg Viig ◽  
Marjorita Sormunen ◽  
Jesper von Seelen ◽  
...  
Keyword(s):  
Digital Media ◽  
Well Being ◽  
Evidence Base ◽  
Content Type ◽  
European Conference ◽  
Writing Group ◽  
Health Promoting Schools ◽  
Health Promotion In Schools ◽  
Draft Version ◽  
Health Promoting

PurposeThe purpose of this paper is to introduce the official statement of the Fifth European Conference on Health-Promoting Schools.Design/methodology/approachThe Fifth European Conference on Health-Promoting Schools was held on 20–22 November 2019 in Moscow, Russian Federation, with over 450 participants from 40 countries. A writing group was established to prepare a draft version of the statement before the conference. On the basis of an online and offline feedback process, the opinions of the participants were collected during the conference and included in the finalisation of the statement.FindingsThe final conference statement comprises six thematic categories (values and principles; environment, climate and health; schools as part of the wider community; non-communicable diseases (NCDs); evidence base; and digital media), with a total of 23 recommendations and calls for action.Originality/valueThe recommendations and calls for action reflect current challenges for Health Promoting Schools in Europe. They are addressed to all actors in governmental, non-governmental and other organisations at international, national and regional levels involved in health promotion in schools and are to be applied for the further development of the concept.

Socio-ecological school environments and children’s health and wellbeing outcomes

2015 ◽  
Vol 115 (3/4) ◽  
pp. 420-434 ◽  
Author(s):  
Yetunde O. John-Akinola ◽  
Saoirse Nic Gabhainn
Keyword(s):  
Health Promotion ◽  
School Environment ◽  
Primary Schools ◽  
School Health ◽  
School Policy ◽  
Ecological Environment ◽  
School Health Promotion ◽  
Content Type ◽  
Health And Wellbeing ◽  
Health Promoting

Purpose – Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school socio-ecological environment and health and wellbeing outcomes. Design/methodology/approach – Questionnaire data were collected from 231 pupils in nine primary schools: urban and rural; single and mixed gender; disadvantaged and non-disadvantaged; and health promoting schools (HPS) and non-HPS. Questionnaire items included perceptions of the school socio- ecological environment (school perception, class relationships, teacher relationships, school policy and parental participation) and health and wellbeing outcomes. Findings – Reported school perception (OR 1.21, 95 per cent CI 1.12-1.30), class relationships (OR 1.13, 95 per cent CI 1.06-1.21), relationship with teacher (OR 1.20, 95 per cent CI 1.11-1.29), perception of school policy (OR 1.25, 95 per cent CI 1.13-1.37) and parents’ participation in school life (OR 1.32, 95 per cent CI 1.15-1.51) were all significantly associated with health and wellbeing outcomes for all groups of pupils. Very few differences emerged between different school types on the measures of either school socio-ecological environment or measures of health and wellbeing. Originality/value – The socio-ecological environment is clearly related to general health and wellbeing outcomes, which underlines its relevance to school health promotion. The lack of discernable differences between HPS and non-HPS demonstrate the lack of clarity in definitions of the health promoting status of schools.

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