Professional development in the context of Healthy Schools in Quebec

Abstract

SUMMARYThis article reports preliminary research results on a professional development (PD) model as a mechanism for supporting absorption of the Healthy School (HS) approach into school functioning. The purpose of our study was to document the model implementation process and understand whether it influenced, or not, the accompanied actors' knowledge and practices about HS. The theoretical basis of the model and a description of its implementation, its appreciation by actors and its influence on their knowledge and confidence are presented. The research was conducted in three Quebec schools that had adopted this approach for at least 2 years. Multiple case study methodology, with pre-(T 0 ) and post-(T 1 ) intervention comparison, was adopted. The results disclose that the PD model implemented, which involves socio-constructivist accompaniment, has several assets that support the acquisition and application of new knowledge related to HS in order to promote its absorption within schools. Our findings indicate that PD likely reinforced the actors' knowledge and understanding as well as their confidence. The lessons drawn from the evaluation of this PD model could serve to enhance accompaniment methods implemented to promote the absorption of such initiatives in schools. Our data highlight the relevance and effectiveness of accompaniment anchored in action, calling for practice based on reflection and expert recommendations to meet the objectives of health and academic success.

Interventions to Support System-level Implementation of Health Promoting Schools: A Scoping Review

“…In Quebec, a joint initiative for HP has been offered on a voluntary basis since 2004 by the Ministry of Education and the Ministry of Health and Social Services and support is provided to schools by designated regional and local agents [ 54 ]. Three related studies described a conceptual model for HPS identifying key facilitating features [ 55 ], documented a professional development model and implementation process and its influence on stakeholder knowledge and practices [ 56 ] and examined how stakeholders concepts of HP may influence dissemination across the province [ 57 ] ( micro- and exosystem ).…”

“…Various studies discussed the importance of enablement through leadership between health and educational sectors to achieve a negotiated and shared vision for HPS as a joint initiative [ 32 , 45 , 57 ], tailored support with evidence and planning tools [ 47 , 48 , 62 , 69 , 72 ] and flexibility that allows for development based on the local needs of schools [ 32 , 42 , 68 , 69 , 72 ] (environmental restructuring) . It was perceived that a balance between these conditions, that appreciates the need for “rigidity and flexibility” [ 51 ], would encourage ownership by schools to facilitate HP into practice and enhance sustainability [ 34 , 42 , 43 , 52 , 56 , 72 ]. Many studies also discussed the important role of a trained, effective coordinator to enable local planning groups to plan, implement and integrate HP [ 39 , 40 , 43 , 52 , 56 , 63 , 68 , 70 ].…”

“…It was perceived that a balance between these conditions, that appreciates the need for “rigidity and flexibility” [ 51 ], would encourage ownership by schools to facilitate HP into practice and enhance sustainability [ 34 , 42 , 43 , 52 , 56 , 72 ]. Many studies also discussed the important role of a trained, effective coordinator to enable local planning groups to plan, implement and integrate HP [ 39 , 40 , 43 , 52 , 56 , 63 , 68 , 70 ]. External coordinators were perceived as being able to work across boundaries to garner support through partnerships, while also ensuring local progress and supporting evidence-based action as part of the school team through regular visits [ 37 , 45 , 61 , 71 ] ( enablement ).…”

“…One study noted that there is a need for these tools to produce rapid results to identify strengths and areas of improvement [ 65 ]. Studies also commented on the importance of access to information to support HP and workshops/training sessions ( education and training ) to build knowledge and understanding of a HPS approach and their skills and confidence to take action [ 32 , 34 , 40 , 56 , 70 ].…”

“…This review identified potential interactions across the policy categories and intervention functions that were described in studies. Moderating regulation through a focus on enablement and supporting ownership of HP was an emphasis for many studies [ 34 , 42 , 43 , 51 , 52 , 56 ], whereas the BCW components of persuasion and coercion were not identified. This seems logical considering school ownership has been perceived as being critical to HPS sustainability [ 83 ].…”