Educational Catering's Failure to Cater for Health Education

1983 ◽  
Vol 2 (2) ◽  
pp. 101-103
Author(s):  
Alan F. Harrison
Keyword(s):  
Health Education ◽  
Education Programme ◽  
Significant Part ◽  
School Food ◽  
School Pupil ◽  
Wide Acceptance ◽  
Dietary Choices ◽  
Food Education ◽  
Main Statement ◽  
Cost Parameters

The interest within this study of the school meal is based upon the wide acceptance of the value of its contribution to the nutritional progress of this country in the last few decades and the probably disputable assertion that such a contribution has come to an end with the advent of ‘fast’ and ‘junk’ foods, the indiscriminate consumer and the diminishing motivation of local education authorities to provide a meal within certain nutritional and cost parameters. The main statement of the analysis is that Educational Catering has missed a valuable opportunity to play a significant part in improving the health of the school pupil by providing the appropriate food. Almost equal in importance as a statement is that Educational Catering must become fully involved in the school food education programme. Lost opportunities are of less importance for the future than determining ways in which the school meals staff can be integrated into the team of people in the school interested in improving the dietary choices of its pupils and, as a consequence, improving their health.

Schooling Food in Contemporary Times: Taking Stock

2015 ◽  
Vol 31 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Deana Leahy ◽  
Emily Gray ◽  
Amy Cutter-Mackenzie ◽  
Chris Eames
Keyword(s):  
Health Education ◽  
Environmental Education ◽  
Professional Learning ◽  
Obesity Prevention ◽  
Teaching And Learning ◽  
The Other ◽  
School Food ◽  
Educational Discourse ◽  
The Past ◽  
Food Education

AbstractOver the past decade we have witnessed a proliferation and intensification of food pedagogies across a range of sites. This article begins by considering two pedagogical scenes that attempt to address food. They were enacted within educational settings in Australia; one a Year 8 (13 years of age) health education classroom, the other a professional learning seminar. Each were heavily imbued with the obesity prevention imperatives that have come to characterise social, political and educational discourse around food in contemporary times. Using these scenes as a springboard, we move to consider the place where we initially envisioned food might intersect with environmental education. We imagined that it would be a space with significant potential for approaching teaching and learning about food in new ways. Deploying menu as metaphor, the authors explore the possibilities for this new terrain and argue that bringing a Foucauldian inspired ‘ethics of discomfort’ to the table might help us take stock of contemporary approaches and their effects. Given the dominance of crisis-driven responses that tend to characterise school food education, we conclude by suggesting that we need to interrupt the dominant discourses that circulate around food and try to engage with some new possibilities for teaching and learning about food.

scholarly journals Teaching health education

2017 ◽  
Vol 117 (3) ◽  
pp. 323-340 ◽  
Author(s):  
Karen Pickett ◽  
Willeke Rietdijk ◽  
Jenny Byrne ◽  
Jonathan Shepherd ◽  
Paul Roderick ◽  
...  
Keyword(s):  
Health Promotion ◽  
Health Education ◽  
Life Experience ◽  
Education Programme ◽  
Practical Experience ◽  
Early Career ◽  
Health Issues ◽  
Structured Interviews ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.

Effectiveness of an oral health education programme for older adults using a workbook

Gerodontology ◽  
2020 ◽  
Vol 37 (4) ◽  
pp. 374-382
Author(s):  
Kyeong Hee Lee ◽  
Yoon Young Choi ◽  
Eun Seo Jung
Keyword(s):  
Older Adults ◽  
Oral Health ◽  
Health Education ◽  
Education Programme ◽  
Oral Health Education ◽  
Health Education Programme

Sexual health education for adolescents with developmental disabilities

2019 ◽  
Vol 78 (8) ◽  
pp. 1000-1011 ◽  
Author(s):  
B Lee Murray
Keyword(s):  
Sexual Abuse ◽  
Developmental Disabilities ◽  
Health Education ◽  
Sexual Health ◽  
Education Programme ◽  
Sexual Relationships ◽  
Red Cross ◽  
Sexual Health Education ◽  
Sexual Identities ◽  
Services And Supports

Background: While statistics related to the sexual abuse of people with developmental disabilities are alarming, there remains a gap in the services and supports available to promote sexual health and healthy relationships and prevent sexual abuse of this population. Objective: To develop and deliver a sexual health education programme for adolescents with developmental disabilities and to identify the reactions and perceptions of students, teachers and parents involved in the programme. Methods: Using an interprofessional collaborative community development model, we developed and delivered a sexual health programme to young people aged 16–21 years with developmental disabilities in five Saskatchewan, Canada high schools. The project adapted, modified and administered the Canadian Red Cross RespectED questionnaires to all participants following the programme to allow for the identification and implementation of best practices with regard to the project’s future operation. Results: Data collected from the feedback and comments were summarised, and major concepts were identified. The information gathered identified meaningful educational experiences for students, their parents and teachers. Conclusion: Project findings reinforce the importance of sexual health education for people with developmental disabilities to increase opportunities for healthy sexual relationships and intimacy, to promote positive sexual identities and to decrease the risk of sexual victimisation.

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