Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children

IF 1.8 4区医学 Q2 PEDIATRICS Child Care Health and Development Pub Date : 2024-06-14 DOI:10.1111/cch.13285

Annemarie E. Bennett

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Abstract

Background

This study aimed to explore the impact of the COVID-19 pandemic on capacity building for health promotion in primary schools from the perspectives of primary school teachers.

Methods

A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2 years after restrictions eased were explored via closed- and open-ended questions.

Results

Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11–20 years post-qualification, and a quarter (25.2%, n124) had over 30 years' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6 ± 2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p = 0.31), socioeconomic designation (p = 0.27) or years post-qualification (p = 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p < 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022.

Conclusions

Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.

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小学教师对学校支持大流行后学龄儿童健康需求的能力的看法。

研究背景本研究旨在从小学教师的角度探讨 COVID-19 大流行对小学健康促进能力建设的影响：方法：2022 年 2 月至 5 月期间，通过匿名在线调查开展了一项横断面观察研究。爱尔兰共和国四分之三（n2460）的学校受邀参与了调查。调查收集了性别、教学经验、学校类型和学校机会均等（DEIS）称号等人口统计数据。对健康促进的认知能力采用 10 分李克特量表进行测量。通过封闭式和开放式问题探讨了与健康促进有关的促进因素和障碍，以及在放宽限制后的两年内优先促进儿童健康的方面：在 595 份答复中，有 493 份符合分析条件。参与者来自爱尔兰共和国各郡的学校，其中大部分（85.4%，n421）为女性。近三分之一（30.5%，n150）的参与者在获得资格后有 11-20 年的教学经验，四分之一（25.2%，n124）的参与者有 30 年以上的教学经验。大流行前校本健康促进的平均能力为中等，在 10 分制中为 6.6 ± 2.2。2022 年春季的平均能力显著下降（p 结论：2022 年春季的平均能力为 6.6 ± 2.2）：在学校促进健康的整体方法仍然是一项挑战。需要进一步努力支持学校实施可持续和均衡的健康促进系统。

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来源期刊

Child Care Health and Development 医学-小儿科

CiteScore

3.40

自引率

5.30%

发文量

136

审稿时长

4-8 weeks

期刊介绍： Child: care, health and development is an international, peer-reviewed journal which publishes papers dealing with all aspects of the health and development of children and young people. We aim to attract quantitative and qualitative research papers relevant to people from all disciplines working in child health. We welcome studies which examine the effects of social and environmental factors on health and development as well as those dealing with clinical issues, the organization of services and health policy. We particularly encourage the submission of studies related to those who are disadvantaged by physical, developmental, emotional and social problems. The journal also aims to collate important research findings and to provide a forum for discussion of global child health issues.