Health Literacy and its Determinants in 11 and 12-year-old School Children in Germany

Sántha, Ágnes; Bittlingmayer, Uwe H.; Bollweg, Torsten Michael; Gerdes, J. Christian; Okan, Orkan; Okcu, Gözde; Pinheiro, Paulo; Osipov, Igor; Sahrai, Diana

doi:10.1007/978-3-658-30909-1_10

Cited by 9 publications

(3 citation statements)

References 26 publications

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“…The present study used multiple health literacy assessment tools to investigate the patterning of health literacy by socio-demographic and individual characteristics and quantify the impact of different measurement approaches on developmental outcomes among Chinese secondary school students. Confirmed with previous findings [ 14 , 19 , 71 , 72 , 73 , 74 ], we found that health literacy was associated with a range of upstream factors and developmental outcomes in children, no matter which approach was used to measure health literacy. Different health literacy assessment tools provide varying specificity for quantifying population socio-demographics, individual characteristics, and developmental outcomes.…”

Section: Discussionsupporting

confidence: 91%

Comparison of Health Literacy Assessment Tools among Beijing School-Aged Children

Guo

Davis

et al. 2022

Children

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Health literacy is a broad and multidimensional construct, making its measurement and conclusions inconsistent. This study aims to compare the patterning of health literacy using different assessment tools and examine their impact on children’s developmental outcomes. A cross-sectional study was conducted with 650 students in Years 7–9 from four secondary schools in Beijing. Health literacy was measured by the eight-item health literacy assessment tool (HLAT, score range 0–37), the six-item Newest Vital Sign (NVS, score range 0–6), and the 16-item Health Literacy Survey (HLS, score range 0–16). Based on Manganello’s health literacy framework, information on upstream factors (e.g., gender, ethnicity, socioeconomic status) and developmental outcomes (e.g., health-promoting behaviours, health service use, global health status) was collected. Overall, the average scores for health literacy were 26.34 ± 5.89, 3.64 ± 1.64, and 13.72 ± 2.94, respectively, for HLAT, NVS, and HLS. The distribution of health literacy varied by socio-demographics and individual characteristics except for gender, no matter which health literacy assessment tool was used. The magnitude of associations between health literacy, its upstream factors and developmental outcomes was greater when using three-domain instruments (HLAT and HLS) than using single-domain instruments (NVS). The approach to health literacy measurement will influence the conclusion. Using multidimensional assessment tools may better capture a child’s health literacy and contribute to the maximum efficiency and effectiveness of school-based health literacy interventions.

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Section: Discussionsupporting

confidence: 91%

Comparison of Health Literacy Assessment Tools among Beijing School-Aged Children

Guo

Davis

et al. 2022

Children

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“…However, few studies have investigated specific educational factors, other than education levels and school years [ 46 ]. School type, performance, and aspiration were shown to be relevant determinants [ 16 , 40 , 52 ]. However, the literature about health promotion has affirmed the importance of including health literacy in the whole-school approach of the Health Promoting Schools and of considering teachers’ roles as facilitators [ 18 , 28 , 31 ].…”

Section: Introductionmentioning

confidence: 99%

Health Literacy Levels among Italian Students: Monitoring and Promotion at School

Velasco

Gragnano

Lombardia

et al. 2021

IJERPH

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Health literacy was identified as an important determinant of health, particularly for adolescents. However, more efforts are needed to monitor this construct and provide inputs for policy development. This study aims to: (a) Assess the validity and reliability of the Italian version of the Health Literacy for School-Aged Children (HLSAC-I); (b) Identify the health literacy levels among Italian students and compare them with other countries’ levels; and (c) Identify the associations between health literacy and multiple social determinants (social stratifiers, family, and school connectedness). Data came from the Health Behaviour School-Aged Children survey, carried out in the Lombardy region in northern Italy in 2018. A representative sample of 2,287 13- and 15-year-old Lombardian students was involved. The results support the validity and reliability of the HLSAC-I. A total of 18.7% of the sample reported low levels, and only 6.8% reported high levels. Italian students reported the lowest levels of health literacy compared with other countries. School connectedness and educational approach are the most relevant associated factors. This study confirms a school’s role in reducing inequalities and promoting health. It highlights the importance of monitoring health literacy and implementing health promotion policies at school through a whole-school approach.

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“…Schools have long been identified as strong venues for health promotion and health education (19,(23)(24)(25) since schools can reach almost all school-aged children regardless of their social, cultural, or economic background. This is particularly important because studies indicate a social gradient in the incidence of low health literacy in children and adolescents (26)(27)(28). School-based interventions aiming at promoting health literacy can contribute to reduce health inequalities (20).…”

Section: Introductionmentioning

confidence: 99%

Addressing Health Literacy in Schools in Germany: Concept Analysis of the Mandatory Digital and Media Literacy School Curriculum

Schulenkorf

Krah

Dadaczynski

et al. 2021

Front. Public Health

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It is generally agreed upon that the development of health literacy should be addressed from an early age onwards in order to empower children to develop their full health potential. Schools can be seen as an ideal venue for strengthening health literacy because they reach almost all school-aged children throughout their school years. The development of health literacy at a young age is a catalyst for healthy development throughout across the life span. Evidence shows that health and education are intertwined with favorable effects for health (e.g., health behavior, knowledge) and education outcomes (e.g., academic achievement). However, health literacy is often not sufficiently integrated into the school curriculum despite its importance to health and education. Integrating health literacy into schools is challenging, as both schools and teachers already face numerous educational requirements that may prevent them from addressing health in the classroom because they perceive it as an additional task. This is why taking a sensitive approach is important, adapted to the needs of schools and highlighting the benefits of health literacy. Installing health literacy in schools succeeds more easily if it can be linked to existing curricular requirements. In this context, curriculum and instruction on media literacy, information literacy, and digital literacy are most promising subjects to include health literacy because these concepts share many commonalities with health literacy and often are already part of the school curriculum. The aim of this article is to (1) analyze a mandatory curriculum on media literacy in the state of North-Rhine-Westphalia in Germany, (2) highlight its intersections with health literacy, and (3) show how it can be used to address health literacy. The state media literacy framework is based on the federal standards for “digital education” developed by the German Conference on Education Ministries und Cultural Affairs (KMK). As education policy and practice is decentralized with sixteen federal states in Germany, each of them has got their own media literacy framework, or they are currently developing it. This curriculum analysis may serve as a methodological blueprint for educationalists, teachers, and policy-maker elsewhere in order to include health literacy into existing curricula both health and non-health. It may help to integrate health literacy into schools when combined with existing curricula.

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Health Literacy and its Determinants in 11 and 12-year-old School Children in Germany

Cited by 9 publications

References 26 publications

Comparison of Health Literacy Assessment Tools among Beijing School-Aged Children

Comparison of Health Literacy Assessment Tools among Beijing School-Aged Children

Health Literacy Levels among Italian Students: Monitoring and Promotion at School

Addressing Health Literacy in Schools in Germany: Concept Analysis of the Mandatory Digital and Media Literacy School Curriculum

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