Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model

2016 ◽  
Vol 75 (8) ◽  
pp. 986-997 ◽  
Author(s):  
Lauren Sulz ◽  
Sandra Gibbons ◽  
Patti-Jean Naylor ◽  
Joan Wharf Higgins
Keyword(s):  
High School Students ◽  
School Health ◽  
Comprehensive School ◽  
Eating Behaviours ◽  
School Students ◽  
Comprehensive School Health ◽  
School Based ◽  
Teachers And Students ◽  
Engaged Teachers ◽  
Health Model

Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.

Comprehensive Nutrition Interventions in First Nation-Operated Schools in Canada

2022 ◽  
pp. 1-5
Author(s):  
Christina Gillies ◽  
Rosanne Blanchet ◽  
Rebecca Gokiert ◽  
Anna Farmer ◽  
Noreen D. Willows
Keyword(s):  
First Nations ◽  
Teaching And Learning ◽  
School Health ◽  
Comprehensive School ◽  
First Nation ◽  
Nutrition Interventions ◽  
Comprehensive School Health ◽  
School Based ◽  
Outcomes For Children ◽  
Indigenous Foods

Comprehensive school-based nutrition interventions offer a promising strategy to support healthy eating for First Nations children. A targeted strategic review was performed to identify nutrition interventions in 514 First Nation-operated schools across Canada through their websites. Directed content analysis was used to describe if interventions used 1 or more of the 4 components of the Comprehensive School Health (CSH) framework. Sixty schools had interventions. Nearly all (n = 56, 93%) schools offered breakfast, snack, and (or) lunch programs (social and physical environment). About one-third provided opportunities for students to learn about traditional healthy Indigenous foods and food procurement methods (n = 18, 30%) (teaching and learning) or facilitated connections between the school and students’ families or the community (n = 16, 27%) (partnerships and services). Few schools (n = 10, 17%) had a nutrition policy outlining permitted foods (school policy). Less than 1% (n = 3) of interventions included all 4 CSH components. Results suggest that most First Nation-operated schools provide children with food, but few have nutrition interventions that include multiple CSH components. First Nation-operated schools may require additional financial and (or) logistical support to implement comprehensive school-based nutrition interventions, which have greater potential to support long-term health outcomes for children than single approaches.

Exploratory Study: A Blind Integrated School-Based Prevention Program on Eating Disorders and Obesity

2020 ◽  
Vol 39 (4) ◽  
pp. 61-84
Author(s):  
Johana Monthuy-Blanc ◽  
Vincent Lemieux ◽  
Joanie Thériault ◽  
Michel Rousseau
Keyword(s):  
Eating Disorders ◽  
High School Students ◽  
Prevention Program ◽  
Exploratory Study ◽  
Eating Behaviours ◽  
School Students ◽  
Self Perceptions ◽  
School Based ◽  
Post Test ◽  
Positive Evolution

Disturbances in physical self-perceptions (PSP) can lead to inappropriate attitudes and eating behaviours (IAEB) including eating disorders (ED) and obesity. This exploratory study assesses the effects of a blind integrated prevention program—the SILENCE Program—with high school students. No significant effect of the SILENCE Program on the IAEB of the 61 adolescents was observed between pre- and post-test, but a positive evolution of specific PSP components (global self-esteem, perceived physical appearance, etc.) during 14 consecutive weeks was demonstrated compared to an ED-only program and the control condition. Promising avenues for integrated prevention programs (like SILENCE Program) are discussed.

Characteristics of school-based health services associated with students’ mental health

2017 ◽  
Vol 23 (1) ◽  
pp. 7-14 ◽  
Author(s):  
Simon Denny ◽  
Hamish Howie ◽  
Sue Grant ◽  
Ross Galbreath ◽  
Jennifer Utter ◽  
...  
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Health Services ◽  
School Health ◽  
Cluster Randomized Trial ◽  
Well Being ◽  
School Students ◽  
Cross Sectional ◽  
School Based

Objective School-based health services (SBHS) have been shown to improve access to mental health services but the evidence of their effectiveness on students’ mental health is lacking. Our objective was to examine associations between variation in the provision of SBHS and students’ mental health. Methods A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted in March–November 2012. Students’ mental health is related to data on school health services obtained from clinic leaders and clinicians from 90 participating high schools. Results After adjustment for socio-demographic differences in students between schools, increasing levels of services were associated with progressively lower levels of student-reported depressive symptoms (p = 0.002), emotional and behavioural difficulties (p = 0.004) and suicidality (p = 0.008). Services with greater levels of nursing hours (p = 0.02) and those that performed routine, comprehensive psychosocial assessments (p = 0.01) were both associated with lower levels of student-reported depressive symptoms. Greater levels of nursing hours and doctor hours were associated with lower self-reported suicidality among students. Conclusions Although a causal association between school-based health services and students’ mental health cannot be demonstrated, these findings support the benefit of such services and the need for a cluster randomized trial.

scholarly journals The Praxis of Literacy Movement in Indonesian Context

2020 ◽  
Author(s):  
Ilza Mayuni ◽  
Eva Leiliyanti ◽  
Noni Agustina ◽  
Billy Antoro
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Ministry Of Education ◽  
School Students ◽  
School Based ◽  
Teachers And Students ◽  
Ideal Number ◽  
The Government ◽  
Character Building ◽  
Literacy Activity

Indonesia faces challenges in improving its literacy rank. In 2011, the literacy level of Indonesian fourth graders were in the 45th rank (with score 428 under 500) from 48 countries in PIRLS. In 2015 PISA’s report the fifteen-year-old Indonesian Junior High School students, occupied the 64th rank of 72 countries with score 396 under 496. To overcome this problem, the Indonesian Ministry of Education and Culture issued its Ministerial Regulation no. 23/2015 pertaining the students’ character building. This constitutes the basis of school-based literacy movement (Gerakan Literasi Sekolah). This study explores the praxis of literacy movement at one school (has implemented GLS since 2016) located in the condensed slum area of North Jakarta. Stratified purposeful sampling was deployed to select the research participants, i.e. 290 students and 20 teachers. The data were obtained from questionnaires and interviews. The result showed that not all teachers read the literacy guidelines determined by the government and their reading habit had not met the ideal number. Both teachers and students have different perception regarding to the time and frequency of schoolbased literacy activity. The fifteen minutes reading activity and reading strategies taught by the teachers were not varied. The teachers merely supervised the students while conducting the literacy activity. The students read the books they brought from home. The school-based literacy program gained the students’ literacy competence in understanding level (understand the content of the book they read) and built students’ character such as tolerance, teamwork skills, perseverance, responsibility, confidence, independence, politeness, and composure. Keywords: literacy movement, reading literacy, literacy competence, 15-minutereading activity

Student and Teacher Perspectives of Service Utilization at Their School-based Health Center

2021 ◽  
pp. 105984052110250
Author(s):  
Jennifer A. Gruber ◽  
Erica A. Nordquist ◽  
Ignacio D. Acevedo-Polakovich
Keyword(s):  
High School Students ◽  
Health Center ◽  
Communication Systems ◽  
School Students ◽  
Operational Strategies ◽  
Center Staff ◽  
Teachers Perceptions ◽  
School Based ◽  
Teachers And Students ◽  
School Based Health Centers

School-based health centers (SBHCs) positively influence student health. However, the extent to which these benefits are actualized varies across sites. We conducted focus groups with high school students and teachers at an underperforming SBHC to identify facilitators and barriers to student access to SBHC services. Our qualitative analysis revealed four main emergent categories: (1) students' knowledge of SBHC services; (2) teachers' perceptions of, and experiences with, the SBHC; (3) accessing and utilizing SBHC services; and (4) student and teacher suggestions to improve the school–SBHC relationship. Our findings suggest that the relationships between health center staff and teachers are crucial and can be damaged with poor implementation. Additionally, there was a general lack of knowledge about the procedures for accessing services at the SBHC. Participants provided recommendations, including strategies for better outreach and engagement with teachers and students, as well as operational strategies to enhance communication systems and the physical environment.

DISCIPLINE IN SCHOOLS: SOME ACTUAL ISSUES

2017 ◽  
Author(s):  
Alex Wirth ◽  
◽  
Boris Aberšek ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Primary School ◽  
Senior High School ◽  
The Other ◽  
School Students ◽  
Educational Processes ◽  
Teachers And Students ◽  
The One ◽  
Senior High School Students

Discipline in class is essential. Without it the educational processes and teachings are difficult. In this manner curricula goals are almost impossible to achieve. There are and there always will be some kind of conflicts between teachers and students, but they should not evolve to become a problem. Teachers (especially elderly teachers) often express pessimism of contemporary students. They say that today's students have less knowledge, they do misbehave more often than previous generations. A study among students was conducted. It was trying to determine the rate of discipline in schools in Celje to see if these statements are true. The questionnaire to students of one primary and one high school in Celje, Slovenia were distributed. The answers from 234 students were received. On the one hand, it was found out that senior high school students have the worst level of discipline of all the grades tested. They themselves assess their class atmosphere as less disciplined. They report that teachers use a lot of time to calm the class down. All this is probably a factor in lower average grade that the senior high school students have. On the other hand, it was found out that teachers do not react to the disturbance or they are trying to be repressive. These are not the correct ways of dealing with discipline issues. Therefore, there are some recommended ways how teachers should react. Keywords: discipline in class, primary school, contemporary student, elderly teachers.

scholarly journals Teacher Overinvolvement and Student Depression among Junior High School Students in Taiwan

2006 ◽  
Vol 6 ◽  
pp. 834-846 ◽  
Author(s):  
Fen Fen Huang ◽  
Cou Chen Wu ◽  
Chang Ya Hu ◽  
Sun Shen Yang
Keyword(s):  
High School Students ◽  
High Schools ◽  
Junior High School ◽  
Junior High ◽  
Hierarchical Linear Model ◽  
Educational Background ◽  
Teacher Involvement ◽  
School Students ◽  
Emotional Overinvolvement ◽  
Teachers And Students

This study examines depression in students at public high schools in Taiwan. The purpose of this study is to examine which student-level and teacher-level variables affect student depression due to teacher emotional overinvolvement and other factors. A survey instrument adapted and translated from existing surveys was distributed to 1,479 Taiwanese adolescents aged 13—15 years and 172 teachers from 10 public junior high schools in the city of Taipei. The hierarchical linear model (HLM) was used for a cross-level analysis of the data. The HLM shows that student-level measures account for most of the variance. Teacher emotional overinvolvement and core self-evaluations are the preponderant influences on student ratings. In terms of teacher-level variables, the effects of teacher involvement, teacher depression, and teacher educational background on student-level variables are strong and significant. The findings of this study recommend the development of a comprehensive counseling system for teachers and students.

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