Health Promoting Schools—a complex approach and a major means to health improvement

Turunen, Hannele; Sormunen, Marjorita; Jourdan, Didier; Seelen, Jesper von; Buijs, G.J.

doi:10.1093/heapro/dax001

Cited by 108 publications

(115 citation statements)

References 4 publications

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“…Therefore, updating of HPS through scoping study is needed to identify the indicators of HPS to highlight the ways in which schools have adopted HPS principles successfully under the six key areas: healthy school policies, school physical environment, school social environment, action competencies for healthy living, school health care and promotion services, and community link [12,13], and the conditions to be in place to flourish. There is also a need to review the evidence of HPS effectiveness on a boarder perspective dealing with complexity of the school system [31] to link education and health [18,32]. The following sections report the findings from international forums, review of recent literature, documents and guidelines from international institutions on HPS and child and adolescent health to supplement and substantiate the core indicators and requirements evolved from HKHSA, an established award-scheme framework.…”

Section: Healthy School Award Scheme To Establish High Quality Standamentioning

confidence: 99%

Health Promoting Schools: An Update

Lee

et al. 2020

Appl Health Econ Health Policy

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The concept of a Health Promoting School has been found to be effective to improve health and well-being of students as well as a help with teaching and learning in school. Effective implementation of Health Promoting School is a complex intervention involving multi-factorial and innovative activity in many domains such as curriculum, school environment and community. Many studies evaluating Health Promoting School do not include outcomes reflecting the organisational or structural change as many of those studies are quantitative in nature and the statistical assumptions are not valid reflecting the organisational structure changes. Recent global meetings of experts have reviewed the impact on student health from the perspectives of school environment, school policies on health, action competencies on healthy living and community linkage. The English Wessex Healthy School Award Scheme and the Hong Kong Healthy School Awards Scheme have developed detailed systems to analyse whether each individual school has reached the standard of a model Health Promoting School reflecting a more holistic appreciation and understanding of all the effects of school-based health promotion with positive award-related changes. However, not many schools are able to implement Health Promoting School in its entirety, so cores indicators are needed as a starting point for wider implementation. Hong Kong Healthy School Awards Scheme is still ongoing with data for analysis of indicators with significant correlation with better health and well-being. We identified the core indicators and substantiated the requirements for successful outcomes by supplementing the established award-scheme framework with a review of recent literature and documents. Framework of Health Promoting School would go beyond improvement of health literacy to enable a more efficient system for education and health on children, hence a good investment in children. Key Points for Decision Makers This paper highlights:How a healthy school award scheme would provide a comprehensive framework for development of Health Promoting Schools with core indicators as inputs for implementation.The details for implementation and the outcome measures for evaluation of Health Promoting School.

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Section: Healthy School Award Scheme To Establish High Quality Standamentioning

confidence: 99%

Health Promoting Schools: An Update

Lee

et al. 2020

Appl Health Econ Health Policy

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“…1 This perspective was initially proposed by the World Health Organization in the 1980s and 1990s from the launch of the Health Promoting Schools Initiative. 2 Several nations have been influenced and currently carry out interventions with different themes in the school environment, such as physical activity and healthy eating, prevention of drug use and attention to chronic and infectious diseases. 3 Several nations have been influenced and currently carry out interventions with different themes in the school environment, such as physical activity and healthy eating, prevention of drug use and attention to chronic and infectious diseases.…”

Section: Introductionmentioning

confidence: 99%

Professional qualification in the School Health Program from the perspective of Complexity Theory

et al. 2019

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Objective: To reflect on the qualification process of the professionals of the School Health Program through the Complexity Theory. Method: Edgar Morin's theoretical framework was used to defend the need to overcome the reductionist, disjunctive and limiting view of thought through the integration of knowledge. The recursive, dialogic and hologramatic principles and the concepts of order and disorder supported this process. Results: It was understood that the products and effects are included in the same process and if they are retroactive. The interaction and dialogue between the different professionals through the union of different ideas are necessary and become inseparable for the complexity of the capacities, when not only the parts are in the whole, but the whole is also identified in the parts. Conclusion and implications for the practice: It is necessary to integrate health and education professionals in the training of the School Health Program when considering their needs in the work processes, when counting on the contribution of the knowledge of other disciplines and sectors, as well as when sharing attributions in the execution of the activities proposed by the School Health Program. Objetivo: Refletir sobre o processo de capacitação dos profissionais do Programa Saúde na Escola mediante a Teoria da Complexidade. Método: Utilizou-se o referencial teórico de Edgar Morin que defende a necessidade de sobrepor a visão reducionista, disjuntiva e limitadora do pensamento mediante a integração de saberes. Os princípios recursivo, dialógico e hologramático e os conceitos de ordem e desordem subsidiaram esse processo. Resultados: Compreendeu-se que os produtos e os efeitos estão incluídos em um mesmo processo e se retroagem. A interação e o diálogo entre os diferentes profissionais mediante a união de ideias distintas são necessárias e torna-se indissociável para a complexidade das capacitações, quando não apenas as partes encontram-se no todo, mas o todo é também identificado nas partes. Conclusão e implicações para a prática: É necessário integrar profissionais de saúde e educação nas capacitações do Programa Saúde na Escola ao considerar suas necessidades nos processos de trabalho, contar com a contribuição dos saberes de outras disciplinas e setores, bem como compartilhar atribuições na execução das atividades propostas pelo Programa Saúde na Escola. Palavras-chave: Filosofia em Enfermagem; Serviços de Saúde Escolar; Capacitação Profissional; Colaboração Intersetorial.resumen Objetivo: Reflexionar sobre el proceso de capacitación de los profesionales del Programa Salud en la Escuela conforme la Teoría de la Complejidad. Método: Se utilizó el referencial teórico de Edgar Morin que defiende la necesidad de sobreponerse a la visión reduccionista, disyuntiva y limitadora del pensamiento mediante la integración de saberes. Los principios recursivo, dialógico y hologramático y los conceptos de orden y desorden subsidiaron este proceso. Resultados: Se comprendió que los productos y los efectos están incluidos en...

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“…Furthermore, there is a lack of studies focusing on students positive self-reported health [16,33]. Moreover, the core business of school is focused on educational outcomes rather than the reduction of health problems [37]. With this in mind, this study aimed to analyse if positive self-reported health is associated with experiences of school among high-school students.…”

Section: Introductionmentioning

confidence: 99%

Positive self-reported health might be an important determinant of student's experiences of high school in northern Sweden

Forsberg

Carlerby

Risberg

et al. 2019

International Journal of Circumpolar Health

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There is a need for more knowledge about positive health determinants in the school setting. The overall aim of this study was to analyse if positive self-reported health is associated with experiences of school among high-school students. Data originated from the health dialogue questionnaire answered by students in grade 1 of high school. A total of 5035 students participated from the academic years 2013 to 2016. Logistic regression with positive odds ratio (POR) was used to analyse associations between positive self-reported health and school experiences. There was an association between positive self-reported health and school experiences among students. Positive mental health was the strongest predictor for positive school experiences. To frequently participate in Physical Education, have a positive body image and satisfactory sleep nearly doubled the students' odds for positive school experiences. The results also revealed gender differences; boys more often reported positive experiences of school and positive health than girls. Positive self-reported health is associated with positive experiences of school, particularly mental health. Moreover, these findings have significant implications for how students experience school and demonstrate the importance of including health-promoting interventions in systemic school improvement, meeting both girls' and boys' needs.

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Health Promoting Schools—a complex approach and a major means to health improvement

Cited by 108 publications

References 4 publications

Health Promoting Schools: An Update

Health Promoting Schools: An Update

Professional qualification in the School Health Program from the perspective of Complexity Theory

Positive self-reported health might be an important determinant of student's experiences of high school in northern Sweden

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