A Fourteen Year Follow-Up Study of Health Promoting Schools in Norway: Principals` Perceptions of Conditions Influencing Sustainability

Tjomsland, Hege Eikeland; Larsen, Tor Ketil; Viig, Nina Grieg; Wold, Bente

doi:10.2174/1874920800902010054

Cited by 22 publications

(35 citation statements)

References 26 publications

(30 reference statements)

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“…With regard to the school-leader-oriented influencing factors, our results confirm the findings of previous studies [19][20][21][22]. HPS attitudes and competencies served as significant predictors for HPS implementation for both male and female school leaders.…”

Section: Discussionsupporting

confidence: 89%

“…Personal knowledge and professional experiences had an influence on the decision-making process, i.e., often school principals with active participation in school health promotion had a professional background as physical education, biology, or psychology teacher. Evidence from the Norwegian Network on Health Promoting Schools suggests that a positive attitude of the school leader towards school health promotion was perceived as key for running the program at schools and for sustaining it over time [20,21]. Moreover, current research results from Taiwan with n = 1.140 school principals and n = 1.110 HPS coordinators (i.e., teachers) indicate that school leaders' understanding of the HPS and their willingness to sustain HPS at their school were significantly associated with higher levels of HPS implementation and teachers' willingness to implement HPS on a continuing basis [22].…”

Section: Introductionmentioning

confidence: 99%

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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: Discussionsupporting

confidence: 89%

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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“…This also highlights the importance of teacher and staff support and involvement for the initiative, another important core condition revealed in the present analysis as well as in Langford et al’s review [40]. Previous research has found that principals perceived teachers’ competence and understanding as an invaluable component of CSH, whereby motivated teachers were central to the perpetuation and maintenance of the initiative [47]. This sentiment was reiterated in the present analysis, as emphasized from the viewpoints of several school stakeholders, not just the principal.…”

Section: Discussionsupporting

confidence: 71%

Essential conditions for the implementation of comprehensive school health to achieve changes in school culture and improvements in health behaviours of students

Storey

Montemurro

Flynn³

et al. 2016

BMC Public Health

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BackgroundComprehensive School Health (CSH) is an internationally recognized framework that holistically addresses school health by transforming the school culture. It has been shown to be effective in enhancing health behaviours among students while also improving educational outcomes. Despite this effectiveness, there is a need to focus on how CSH is implemented. Previous studies have attempted to uncover the conditions necessary for successful operationalization, but none have described them in relation to a proven best practice model of implementation that has demonstrated positive changes to school culture and improvements in health behaviours.MethodsThe purpose of this research was to identify the essential conditions of CSH implementation utilizing secondary analysis of qualitative interview data, incorporating a multitude of stakeholder perspectives. This included inductive content analysis of teacher (n = 45), principal (n = 46), and school health facilitator (n = 34) viewpoints, all of whom were employed within successful CSH project schools in Alberta, Canada between 2008 and 2013.ResultsMany themes were identified, here called conditions, that were divided into two categories: ‘core conditions’ (students as change agents, school-specific autonomy, demonstrated administrative leadership, dedicated champion to engage school staff, community support, evidence, professional development) and ‘contextual conditions’ (time, funding and project supports, readiness and prior community connectivity). Core conditions were defined as those conditions necessary for CSH to be successfully implemented, whereas contextual conditions had a great degree of influence on the ability for the core conditions to be obtained. Together, and in consideration of already established ‘process conditions’ developed by APPLE Schools (assess, vision, prioritize; develop and implement an action plan; monitor, evaluate, celebrate), these represent the essential conditions of successful CSH implementation.ConclusionsOverall, the present research contributes to the evidence-base of CSH implementation, ultimately helping to shape its optimization by providing school communities with a set of understandable essential conditions for CSH implementation. Such research is important as it helps to support and bolster the CSH framework that has been shown to improve the education, health, and well-being of school-aged children.

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“…This interpretation is supported by previous findings from a case study applying mixed methods in one of the schools, indicating that an extended physical activity practice was sustained in the case study school during the 10-year study period due to the ability of the principal and program manager to establish collaboration and commitment in the staff, and to ensure that their staff was given rewarding experiences and increased competence in the promotion of physical activity [29]. Another 14 year follow-up study of the sustainability of health promoting practices in seven of the schools in the Norwegian Network of HPS, also suggested that the leaders who had a strong, continued and systematic focus on health promotion increased the possibility for teachers to participate in the program [57].…”

Section: School and Program Leadershipmentioning

confidence: 99%

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

Viig¹,

Tjomsland²,

Wold³

2010

TOEDUJ

Self Cite

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Abstract:The aim of this study was to investigate conditions related to teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools. One hundred and four teachers responded to the questionnaire at baseline and at three year follow-up. Teachers' personal interest and regard for the program aim were the main predictors of their self-reported participation in the program. Conditions perceived as enabling or hindering program implementation, as well as baseline characteristics of school culture and professional discretion were to a high extent related to participation in the program (Multiple R 2 = .52). Health promotion aiming at increasing the students' wellbeing and improving the school environment seemed to have been well received by teachers, and enabled their participation in the program. The findings imply that programs encouraging networking are likely to be successful in engaging teachers, and that such networking yields ample opportunities for professional learning.Keywords: Health promoting school, teacher participation, network, professional learning, professional discretion, supportive culture.Teacher participation is considered an important precondition for school development processes. However, there is no general "recipe" for how to facilitate teachers' participation in such processes, just as there is no "recipe" for how to facilitate school development processes in general [1,2]. This study investigates factors enabling or hindering teacher participation in the planning and implementation of the Norwegian part of the European Network of Health Promoting Schools.The 'Health Promoting School' (HPS) is a relatively recent concept, but the notion that the school setting can have a wide and varied role in meeting and influencing the health of young people and future adults is not new [3][4][5]. A HPS initiative is grounded in a holistic view of health, with the target being not just individual lifestyle, but the wider organisational and socio-environmental context of the whole school community [6][7][8]. Consequently, the development of a HPS involves a move from practices that rely mainly on classroom-based health education models to a more comprehensive, integrated construct of health promotion [6]. THE NORWEGIAN NETWORK OF HEALTH PROMOTING SCHOOLS The Norwegian Network of Health Promoting Schools is part of the European Network of Health Promoting Schools (ENHPS eu/).The HPS program differs from other health-promoting and preventive measures in schools by being an overall policy program presupposing and facilitating changes in schools' traditional methodology and policy. The uniqueness of the HPS program lies in the way it focuses on including the whole school community in developing and implementing health promoting interventions [10,11].The ENHPS initially developed 12 criteria for a HPS [12]. Included in these criteria were guidelines about health enhancing physical and psychosocial environments, changes in curriculum in terms...

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A Fourteen Year Follow-Up Study of Health Promoting Schools in Norway: Principals` Perceptions of Conditions Influencing Sustainability

Cited by 22 publications

References 26 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

Essential conditions for the implementation of comprehensive school health to achieve changes in school culture and improvements in health behaviours of students

Program and School Characteristics Related to Teacher Participation in School Health Promotion~!2009-07-07~!2009-12-13~!2010-03-09~!

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