scholarly journals “Reverse innovation” and “child rights” in further school health promotion

2021 ◽  
Author(s):  
Jun Kobayashi ◽  
Kenzo Takahashi
Keyword(s):  
Health Promotion ◽  
School Health ◽  
Reverse Innovation ◽  
School Health Promotion ◽  
Child Rights

scholarly journals Associations between Perceived Child-Parent Relationships and School Engagement among 9–11 Aged Children

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 595
Author(s):  
Pirita Markkula ◽  
Anja Rantanen ◽  
Anna-Maija Koivisto ◽  
Katja Joronen
Keyword(s):  
Health Promotion ◽  
Confidence Intervals ◽  
School Engagement ◽  
School Health ◽  
Multivariate Analyses ◽  
Dropping Out ◽  
School Health Promotion ◽  
Parent Relationships ◽  
School Burnout ◽  
Finnish Study

School engagement has been shown to protect students from dropping out of education, depression and school burnout. The aim of this Finnish study was to explore the association between child-parent relationships and how much 99,686 children aged 9–11 years liked school. The data were based on the 2019 School Health Promotion Study, conducted by the Finnish Institute for Health and Welfare. This asked children whether they liked school or not and about their child-parent relationships. Univariate and multivariate analyses were used to examine the data separately for boys and girls and the results are presented as odds ratios (OR) and 95% confidence intervals (CI). According to the results, girls showed more school engagement than boys (81.9% versus 74.0%), and it was more common in children who felt that their parents communicated with them in a supportive way. This association was slightly stronger for girls than boys (OR 2.46 95% CI 2.33–2.59 versus OR 2.10 95% CI 2.02–2.20). It is important that child-parent relationships and communication are considered during school health examinations, so that children who have lower support at home can be identified.

The role of principals in school health promotion in South Africa: a qualitative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siphokazi Kwatubana ◽  
Velaphi Aaron Nhlapo ◽  
Nomsa Moteetee
Keyword(s):  
Health Promotion ◽  
Teacher Development ◽  
School Health ◽  
School Principals ◽  
Development Programme ◽  
Health Improvement ◽  
School Health Promotion ◽  
Content Type ◽  
Professional Teacher

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

Children as change agents for family health

2017 ◽  
Vol 117 (5) ◽  
pp. 498-510 ◽  
Author(s):  
Lisette Burrows
Keyword(s):  
Health Promotion ◽  
New Zealand ◽  
School Health ◽  
Health Knowledge ◽  
Change Agents ◽  
Family Health ◽  
School Health Promotion ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Agents Of Change

Purpose The purpose of this paper is to explore ways in which children and young people are being positioned as change agents for families through school health promotion initiatives in New Zealand. Design/methodology/approach The paper maps and describes the kinds of policies and initiatives that directly or indirectly regard children as conduits of healthy eating and exercise messages/practices for families. Drawing on post-structural theoretical frameworks, it explores what these resources suggest in terms of how healthy families should live. Findings Families are positioned as central to school health promotion initiatives in New Zealand, especially in relation to obesity prevention policies and strategies. Children are further positioned as agents of change for families in many of the resources/policies/initiatives reviewed. They are represented as key transmitters and translators of school-based health knowledge and as capable of, and responsible for, helping their families eat well and exercise more. Social implications While recognising children’s agency and capacity to translate health messages is a powerful and welcome message at one level, the author need to consider the implications of requiring children to convey health information, to judge their family practices and, at times, to be expected to change these. This may create anxiety, family division and expect too much of children. Originality/value The paper takes a novel post-structural perspective on a familiar health promotion issue. Given the proliferation of family-focussed health initiatives in New Zealand and elsewhere, this perspective may help us to explore, critique and understand more fully how children are expected to be engaged in these initiatives, and the potentially harmful implications of these expectations.

scholarly journals SCHOOL HEALTH PROMOTION: A QUASI-EXPERIMENTAL STUDY ON CLEAN AND HEALTHY LIVING BEHAVIOR AMONG ELEMENTARY STUDENTS IN JAYAPURA, PAPUA, INDONESIA

2020 ◽  
Vol 6 (6) ◽  
pp. 220-225
Author(s):  
Ellen Rosawita Veronica Purba ◽  
Lely Lusmilasari ◽  
Janatin Hastuti
Keyword(s):  
Experimental Study ◽  
Health Promotion ◽  
Elementary Students ◽  
School Health ◽  
Comparison Group ◽  
School Health Promotion ◽  
Healthy Living ◽  
Knowledge And Attitudes ◽  
Quasi Experimental ◽  
Experimental Group

Background: The Indonesian government has launched a clean and healthy living behavior program as one of the efforts for school health promotion. However, the healthy behaviors of the elementary students remain low. Objectives: This study aimed to examine the effect of audiovisual-based education on the knowledge and attitudes of clean and healthy behavior in elementary students.Methods: This was a quasi-experimental study with a pretest-posttest comparison group design conducted from 1 October to 17 October 2018. A total sample of 272 students was selected using purposive sampling, with 136 assigned in an experimental group (audiovisual group) and a comparison group (poster only group). Knowledge and attitudes of clean and healthy living behavior were measured using validated questionnaires. Data were analyzed using a paired t-test and independent t-test.Results: There was a significant effect of the interventions given in the experimental and comparison group on knowledge and attitude of clean and healthy living behavior (p<0.05). However, the experimental group showed a higher mean score compared to the comparison group in knowledge and attitudes, which indicated that the use of audiovisual-based education was more effective than the use of poster alone in improving the knowledge and attitudes of clean and healthy living behavior.Conclusion: The students who received audiovisual-based education had higher knowledge and attitudes of clean and healthy living behavior than those who only received poster-based education. This study provides input for pediatric and community nurses to provide better health education for the community, specifically for school health promotion.

scholarly journals Implementation of KEIGAAF in Primary Schools: A Mutual Adaptation Physical Activity and Nutrition Intervention

2020 ◽  
Vol 17 (3) ◽  
pp. 751 ◽  
Author(s):  
Sacha R.B. Verjans-Janssen ◽  
Sanne M.P.L. Gerards ◽  
Anke H. Verhees ◽  
Stef P.J. Kremers ◽  
Steven B. Vos ◽  
...  
Keyword(s):  
Physical Activity ◽  
Health Promotion ◽  
Primary Schools ◽  
School Health ◽  
Contextual Factors ◽  
Nutrition Intervention ◽  
School Health Promotion ◽  
Top Down ◽  
Bottom Up ◽  
Mutual Adaptation

School health promotion is advocated. Implementation studies on school health promotion are less often conducted as effectiveness studies and are mainly conducted conventionally by assessing fidelity of “one size fits all” interventions. However, interventions that allow for local adaptation are more appropriate and require a different evaluation approach. We evaluated a mutual adaptation physical activity and nutrition intervention implemented in eight primary schools located in low socioeconomic neighborhoods in the Netherlands, namely the KEIGAAF intervention. A qualitative, multiple-case study design was used to evaluate implementation and contextual factors affecting implementation. We used several qualitative data collection tools and applied inductive content analysis for coding the transcribed data. Codes were linked to the domains of the Consolidated Framework for Implementation Research. NVivo was used to support data analysis. The implementation process varied greatly across schools. This was due to the high level of bottom-up design of the intervention and differing contextual factors influencing implementation, such as differing starting situations. The mutual adaptation between top-down and bottom-up influences was a key element of the intervention. Feedback loops and the health promotion advisors played a crucial role by navigating between top-down and bottom-up. Implementing a mutual adaptation intervention is time-consuming but feasible.

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