Evaluation of Social Impact Within Primary School Health Promotion: A Systematic Review

Abstract

BACKGROUND: Health promotion programs and interventions are designed to encourage behavioral changes in children, encouraging them to make safe and healthy life choices. This systematic review seeks to examine how social impact is measured in primary school health promotion interventions. METHOD:A systematic search and review process was used to identify and examine primary school health promotion interventions. The PRISMA guidelines were followed to source articles from 6 electronic databases reporting school health promotion programs or interventions in Australia, Canada, New Zealand, or the United Kingdom. RESULTS:A total of 77 studies were located, representing 55 health promotion interventions delivered in primary school settings. Of these interventions, only 8 (15%) measured or attempted to measure social impact, whereas another 8 (15%) alluded to social impact. The predominant theories reported were social based theories (theories which examine the social influences on people, environments, and behaviors) (n = 17, 59%), with almost a third not informed by an overt health promotion framework or model (n = 34, 59%). A systematic rating system identified some level of stakeholder engagement (n = 30, 53%). CONCLUSIONS:This systematic review highlights the need for social impact measurement within health promotion to illuminate the role of school programs in delivering lasting change.

Parents' perceived risks and benefits on avoidance of street food near schools in Indonesia: Moderating role of school type

“…If stakeholders want parents to support the creation of better street food near school management, they should increase their perceived risk by revealing street food health and sanitation problems and increasing parents' food risk knowledge through nutrition education (Seo & Lee, 2021; Wilcock et al, 2004). Parents' continuous involvement in creating a better school food environment is also a sustainable and successful measure (Pittman et al, 2020; Robertson et al, 2022).…”

“…To limit their children's consumption of unhealthy foods at school, parents go the extra mile, preparing breakfast, packing snacks and lunch boxes, and educating their children about how unhealthy foods can affect their health (Rachmadewi et al, 2021). Parental engagement is important in establishing school policies, particularly those related to health promotion programs (Hoffman et al, 2015; Long et al, 2020; McKeon et al, 2021; Robertson et al, 2022). A school canteen managed by parents have better management regulations and provide healthier choice of food (Rachmadewi et al, 2021).…”

“…Recognizing the context‐specific nature of perceived risks and benefits, the study seeks to develop a model tailored to the context of children's street food consumption from the parental viewpoint (Cai et al, 2022). Parental engagement is critical in school program and individual differences might exists in perceived risk and benefit (Hoffman et al, 2015; Long et al, 2020; McKeon et al, 2021; Robertson et al, 2022). Some parents are more sensitive to perceived risks associated with street food near schools when they perceive fewer benefits, while others are less attentive to these risks when benefits are more pronounced (Ha et al, 2022).…”

Perspectives of primary school teachers on the capacity of schools to support post‐pandemic health needs emerging among school‐age children

“…They also have access to a wider community supporting child development, such as parents, clubs for sports and the arts and paediatric health professionals. However, despite the potential health‐promoting benefits of schools, the sustainable implementation of initiatives and realisation of healthful outcomes can be hindered by challenges in school culture (Gugglberger & Dür, 2011), staff buy‐in (Bennett et al, 2016), suboptimal knowledge and skills (Flaschberger et al, 2012), competing core curricular demands (Bennett et al, 2016; Roberts‐Gray et al, 2007) and difficulty evaluating long‐term outcomes (Robertson et al, 2022). These long‐standing challenges to effective health promotion in schools suppress capacity‐building for health promotion—a multifaceted process that requires individual, organisational and community (DeCorby‐Watson et al, 2018) commitment to the development and maintenance of a health‐promoting environment.…”