A Qualitative Investigation of Factors that Influence School Employee Health Behaviors: Implications for Wellness Programming

Abstract

BACKGROUND: Employee health promotion in the elementary school setting can support students’ health and academic success. School employees can serve as role models, yet evidence suggests poor health among this population. The objective of this study was to identify factors that influence school employee health behaviors to inform subsequent development of employee wellness programs. METHODS: Focus groups (10 groups, total N=62) and interviews (N=5) were conducted with school employees. Participants were recruited from schools in socioeconomically disadvantaged, racially diverse districts in Massachusetts. A socioecological framework was used to identify multi-level factors that influence employee health behaviors. Factors were characterized as supports (+) or barriers (−) to health-promoting behaviors. RESULTS: Eight themes highlighted the importance of an organizational culture that sustains successful employee wellness programming. Intrapersonal themes included: High Stress (+/−), Desire to Adopt Healthy Behaviors (+), and Sufficient Health Knowledge (+). Interpersonal themes included: Strong Social Network (+) and a Desire to Role Model (+). Organizational themes included: Demanding Job (−), Lack of Wellness Culture (−), and Unhealthy Food (−). CONCLUSIONS: Our findings suggest that this population would be receptive to wellness programming. Promising strategies include supporting a dedicated wellness champion and creating recognizable top down wellness support for employees.

Disparities in Local Wellness Policies Implementation Across Maryland Schools

“…49 There are a multitude of factors that may account for the creation of these wellness teams. 50 Although our analysis indicated small but significant correlations for both elementary and middle/high schools, implementation of school-level LWP best practices was not significantly associated with geographic location in another similar study by members of our team. 35 The lack of association in our study indicates, despite district-level differences present in our sample, that both urban and rural teachers may receive similar support or resources to implement LWP in their classrooms.…”