Organizational Health Literacy in Schools: Concept Development for Health-Literate Schools

Kirchhoff, Sonja; Dadaczynski, Kevin; Zelinka-Roitner, Inge; Dietscher, Christina; Bittlingmayer, Uwe H.; Okan, Orkan

doi:10.3390/ijerph19148795

Cited by 27 publications

(23 citation statements)

References 39 publications

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“…The HLO concept has several related terms, including organizational health literacy, health literacy-friendly organizations ( 6 , 44 , 45 ), and “organizational health literacy responsiveness” ( 15 ). Organizational health literacy “comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders” ( 46 ) (p. 1). It is underpinned by a set of auditable attributes of a “health-literate” organization ( 44 , 47 ).…”

Section: Resultsmentioning

confidence: 99%

“…To date, the HLO concept has been mainly used with health care environments ( 47 ), and recently schools ( 46 ). To approach the public library as a HLO, or facilitate the process by which it can become one, requires a reorientation in the literature toward non-traditional or emerging settings without (yet) an accepted “health-promoting” or “health-literate” prefix, nor their own set of HLO principles.…”

Section: Resultsmentioning

confidence: 99%

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Settings for the development of health literacy: A conceptual review

Jenkins

Wills²,

Sykes³

2023

Front. Public Health

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Advances in conceptualizing settings in health promotion include understanding settings as complex and interlinked systems with a core commitment to health and related outcomes such as health literacy. Traditional settings for the development of health literacy include health care environments and schools. There is a need to identify and conceptualize non-traditional and emerging settings of twenty-first-century everyday life. The aim of this conceptual review is to inform a conceptual model of a “non-traditional” setting for the development of health literacy. The model uses the example of the public library to propose four equity-focused antecedents required in a setting for the development of health literacy: the setting acknowledges the wider determinants of health, is open access, involves local communities in how it is run, and facilitates informed action for health. The review concludes that a settings approach to the development of health literacy can be conceptualized as part of a coordinated “supersetting approach,” where multiple settings work in synergy with each other.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Settings for the development of health literacy: A conceptual review

Jenkins

Wills²,

Sykes³

2023

Front. Public Health

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“…Ballard et al, 2020; Cory et al, 2021; Sprague Martinez, et al, 2020). Recently, programmes focusing on health literacy in schools, such as HeLit (Kirchhoff et al, 2022) and HealthLit4Kids (Nash et al, 2018), have also begun to be developed.…”

Section: Discussionmentioning

confidence: 99%

Developing health literacy events: a case study of teachers designing health curricula

Rumenapp

Troiano

Adams

et al. 2023

Health Education Journal

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Objective: In response to the question ‘how can teachers develop health literacy events that leverage students’ cultural and linguistic resources’, this study highlights how two teachers developed a culturally and linguistically responsive curriculum that sought to promote health literacy. Design: The study details findings from a larger partnership between an urban university and a bilingual urban school in the USA. Researchers and teachers conducted a year-long project oriented towards co-designing a curriculum that integrated students’ cultural and linguistic repertoires with health literacy. Over one academic year, teachers planned, implemented, studied and modified curricular units that drew on students’ cultural and linguistic resources related to health. Setting: The study focuses on two Spanish-English bilingual teachers working in a third-grade (8–9 year olds) dual-language classroom in a multilingual urban community in the midwestern USA. Method: Data collected included classroom conversations, teacher-researcher and university researcher conversations, classroom work and teacher-derived analytic documents. Data were coded and analysed to understand how teachers made sense of what happened within specific health literacy events to develop a single descriptive case study. Results: Three events are focused on demonstrating how teachers developed health literacy by building on students’ pre-existing cultural and linguistic resources. Teachers moved from using teacher-centred forms of nutrition education to using student-developed health content that articulated with health concerns in the community. Conclusion: Using a funds of knowledge approach to integrating health literacy into the curriculum, teachers helped students draw on cultural and linguistic resources, building self-confidence, and developing an interest in gathering evidence and presenting health-related findings.

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“…School leaders are essential contributors to school-based health promotion and the development of organisational health literacy in schools (Adams et al, 2023;Kirchhoff et al, 2022). Usually, health literacy is approached from an individual perspective, aimed at promoting competencies, influencing attitudes and forming healthier behaviour.…”

Section: Discussionmentioning

confidence: 99%

Relationships between COVID-related health literacy, mental health and workload of school leaders

Kristensen,

Dadaczynski,

Okan

et al. 2023

Health Education Journal

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Objective: Studies have shown that school leaders’ health literacy is key to supporting health development in school. During the COVID-19 pandemic, the importance of school leaders’ health literacy became evident, as school leadership was characterised with uncertainty and demanded high levels of alertness to the need to implement rapidly changing health-related measures at short notice. This study sought to explore school leaders’ health literacy, mental health and work-related characteristics in Danish public primary and lower secondary schools during the pandemic. Methods: Selecting schools from the national Danish register of institutions a sample of 220 complete responses was achieved in a cross-sectional survey. School leaders or a member of the school management team completed a self-administered version of the COVID-HL: School Principals Survey, which assessed health literacy, three domains of mental health, sense of coherence and workload. Data were analysed using chi-square tests and logistic regression. Results: The majority of school leaders (71.4%) demonstrated a sufficient level of health literacy. However, there was a significant difference in workload increase between those with sufficient (66.0%) and insufficient (81.6%) health literacy. A high general workload was associated with lower well-being, while an increase in workload during the COVID-19 pandemic was linked to psychosomatic complaints. Sense of coherence explained variations in well-being, emotional exhaustion and psychosomatic complaints. Conclusion: This study highlights the importance of enhancing the health literacy of Danish school leaders, enabling them to deal effectively with complex health-related information and make informed decisions during health crises. Strengthening health literacy is crucial to promoting overall health and well-being in schools under normal circumstances, as well as navigating health crises.

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Organizational Health Literacy in Schools: Concept Development for Health-Literate Schools

Cited by 27 publications

References 39 publications

Settings for the development of health literacy: A conceptual review

Settings for the development of health literacy: A conceptual review

Developing health literacy events: a case study of teachers designing health curricula

Relationships between COVID-related health literacy, mental health and workload of school leaders

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