Professional assistance in implementing school health policies

Abstract

Purpose-The purpose of this study was to evaluate the role of a school health promotion (SHP) advisor in the implementation of the six steps of the Dutch 'Schoolbeat' approach, aimed at establishing health promotion policies and activities in secondary schools. Design-Eighty school board members and 18 prevention coordinators of 18 schools in the Southern Limburg region in the Netherlands completed a written questionnaire on the implementation of the six steps of the Schoolbeat approach, and on their satisfaction with the practical assistance offered by the SHP advisor in implementing the steps, as well as the advisor's organizational competencies. Findings-Only one school had implemented the Schoolbeat approach completely and as intended. Schools were generally satisfied with the practical

Providing context to the implementation of health promoting schools: A case study

“…This was especially evident in the practices relating to the development of a school team and integration of health into school improvement priorities; such practices are cited as being essential in HPS development (International Union of Health Promotion and Education, 2009) but may be more difficult to implement as they require changes in the traditional actions of a school. Boot et al (2010) reported similar findings, in that practical issues are more likely to fit into the daily task of teachers, whereas developing policies and changing school processes were more challenging. This context is particularly relevant to program planners and evaluators involved with HPS as changing these higher level processes requires someone with time, the professional skills and knowledge to develop and implement structural health promotion programs and policies (Boot et al, 2010).…”

“…Boot et al (2010) reported similar findings, in that practical issues are more likely to fit into the daily task of teachers, whereas developing policies and changing school processes were more challenging. This context is particularly relevant to program planners and evaluators involved with HPS as changing these higher level processes requires someone with time, the professional skills and knowledge to develop and implement structural health promotion programs and policies (Boot et al, 2010).…”

“…In addition to staff training, this study also suggested that schools need to be equipped with adequate and appropriate staff and have access to professional assistance to properly adopt supportive HPS practices and processes (Clarke et al, 2010;Durlak & DuPre, 2008;Viig & Wold, 2005). Support from an external advisor has been shown to make a positive contribution to health promotion in schools (Boot et al, 2010) and offers an opportunity for improvements in HPS across the province of NS. Although all school districts have developed their own regional plans to support HPS among schools variability in professional assistance across the province may limit the overall potential of HPS.…”

“…Program implementation represents a complex interaction between characteristics of the innovation (i.e., HPS), the providers (i.e., school stakeholders involved) and various aspects of organizational context or functioning (Clarke, O'Sullivan, & Barry, 2010;De Meij, van der Wal, van Mechelen, & Chinapaw, 2012;Durlak & DuPre, 2008). Research has shown that educators, the essential supporters of HPS, are often concerned with seeking practical solutions and gaining new knowledge that meets their situational needs, organizational circumstance and stage of growth (Boot, van Assema, Hesdahl, & de Vries, 2010;Butler et al, 2008;Mohammadi et al, 2010;Rowling & Jeffreys, 2006). Features related to organizational context, such as capacity and school culture, have also been cited as critical to HPS success and sustainability (Rowling & Jeffreys, 2006;Rowling & Samdal, 2011).…”

Implementation Strategies to Promote and Sustain Health and Learning in School

“…Clearly defi ned roles between the participants, the institutional infrastructure and anchoring are also vital (Center for Mental Health and Schools 2008 ; Deschesnes et al 2010 ). Systematic approaches to building trust, is another key principle to stimulate partnership development (Boot et al 2010 ).…”