A Controlled Health Promoting School Study in the Netherlands

Busch, Vincent; Leeuw, J.R.J. de; Zuithoff, Nicolaas P. A.; Yperen, Thomas Albert van; Schrijvers, A. J. P.

doi:10.1177/1524839914566272

Cited by 22 publications

(41 citation statements)

References 29 publications

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“…In addition, HPS is a key intervention strategy to strengthen health resources and to promote healthy lifestyles in order to reduce risk factors for noncommunicable disease in the life course [3,7]. Although the evidence base is still limited, available research results show that the HPS approach can have positive effects on body composition (e.g., BMI) [8][9][10], healthy eating practices (e.g., fruit and vegetable consumption) [9][10][11][12], physical activity and fitness [9][10][11], or mental health outcomes (e.g., social-emotional competencies and aggressive behavior) [9,11,13].…”

Section: Introductionmentioning

confidence: 99%

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Dadaczynski

Rathmann

Hering

et al. 2020

IJERPH

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Background: The promotion of health literacy is seen as an urgent goal in public health and education and, hence, should be integrated in the school context as a component of the holistic health promoting school (HPS) approach. However, only limited empirical studies have addressed health literacy of school staff so far. Hence, this study aimed to examine the level of health literacy among school leaders and its association with the extent of HPS implementation. Methods: A cross-sectional study with n = 680 school principals and members of the school management board from Germany was carried out at the end of 2018. Individual health literacy, attitudes, and competencies towards HPS and occupational self-efficacy served as independent variables and the level of HPS implementation was the dependent variable. Data were analyzed using univariate and bivariate analysis as well as multiple binary logistic regression. Results: 29.3% of school leaders show a limited health literacy with significantly higher values found for male respondents. Regression analyses revealed that male gender (OR: 1.91, 95% CI: 1.22–2.99), HPS attitudes (OR: 3.17, 95% CI: 2.13–4.72), and HPS competencies (OR: 3.66, 95% CI: 2.43–5.50) were associated with a lower level of HPS implementation. Furthermore, regression analyses differentiated by gender showed that limited health literacy is associated with a low level of HPS implementation for male school leaders only (OR: 2.81, 95% CI: 1.22–6.45). Conclusions: The promotion of health literacy especially for male leaders would not only result in positive effects on an individual level but also could contribute to a stronger implementation of activities on school health promotion. We suggest integrating health literacy, HPS attitudes, and competencies more strongly into the qualification and in further training of school leaders.

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Section: Introductionmentioning

confidence: 99%

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Dadaczynski

Rathmann

Hering

et al. 2020

IJERPH

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“…Weight prevention was a secondary outcome in five out of the 33 studies: changes in dietary habits [ 24 ], muscle development [ 55 ], health behaviour [ 28 , 29 ], and increase in PA indicators [ 32 ]. These studies were all school-based interventions.…”

Section: Resultsmentioning

confidence: 99%

“…Nine of the school-based interventions were cluster randomised [ 26 , 30 , 35 , 38 , 41 , 46 , 47 , 49 , 53 ] and one used historical controls [ 29 ]. All other 13 studies were quasiexperimental [ 24 , 25 , 27 , 28 , 31 – 33 , 40 , 48 , 50 , 51 , 54 , 55 ]. One of the school-based interventions was performed around the Dutch-German borders [ 48 ], and one other school-based intervention performed in Sweden was part of a cross-cultural study among eight European countries [ 31 ].…”

Section: Resultsmentioning

confidence: 99%

“…The duration of follow-up varied largely from four months to eight years. One study included both a cohort and cross-sectional samples [ 28 ] and one study included only cross-sectional samples [ 29 ]. Twelve interventions were focused on obesity [ 24 – 26 , 30 , 32 , 38 , 41 , 47 , 48 , 54 ], six on body composition [ 31 , 35 , 40 , 46 , 53 , 55 ], and the remaining five on CVD risk factors [ 27 – 29 , 50 , 51 ].…”

Section: Resultsmentioning

confidence: 99%

“…Fourteen school-based interventions were multicomponent studies [ 27 – 29 , 31 – 33 , 35 , 38 , 41 , 46 – 50 ] and seven had only one component [ 24 – 26 , 30 , 51 , 54 , 55 ]. Five studies were interested in diet, PA, and other risk factors [ 28 , 29 , 31 , 33 , 50 ] and nine in diet and PA [ 27 , 35 , 38 , 41 , 46 – 49 , 53 ]. There were six studies interested in PA only [ 30 , 32 , 40 , 51 , 54 , 55 ] and three interested in diet only [ 24 – 26 ].…”

Section: Resultsmentioning

confidence: 99%

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Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

et al. 2018

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Aim Effective evidence-based interventions have an important role in obesity prevention. Our aim was to present a qualitative synthesis of setting-based health promotion interventions on obesity, from Nordic countries and the Netherlands. Methods A systematic review of the literature was completed for studies in the community, schools, and worksite, with BMI as an outcome. A descriptive analysis was completed for all full-text articles meeting the inclusion criteria. Results Thirty-three articles were identified: 7 whole of community, 3 worksite, and 23 school-based interventions. The studies were largely quasiexperimental in design (21/33), with follow-up from 4 months to 8 years. The explicit use of theory was not featured in many of the studies (20/33). No consistent direction for BMI change could be identified in the whole of community interventions (2/7 positive, 2/7 negative, and 3/7 no effect) and no effect for worksite (3/3 no effect) or many of the school-based interventions (1/23 negative, 4/23 positive, 15/23 no effect, 1/23 BMI significant increase only for control group and 3/23 no data available). Conclusions There is a need to prioritise interventions with study designs of high quality, theory, and a participatory approach, for optimal implementation and evaluation of obesity prevention interventions.

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School-based education programmes for the prevention of unintentional injuries in children and young people

Orton

Whitehead

Mhizha-Murira

et al. 2016

Cochrane Database of Systematic Reviews

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A Controlled Health Promoting School Study in the Netherlands

Cited by 22 publications

References 29 publications

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools

Obesity Prevention: A Systematic Review of Setting-Based Interventions from Nordic Countries and the Netherlands

School-based education programmes for the prevention of unintentional injuries in children and young people

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