PurposeCommunication plays an important role in health decisions and behaviors. Friends and family exert influence through communication and, when considering smoking, this is particularly salient among those friends and family who smoke. Guided by primary socialization theory and integrated behavioral model, the present study examined the effects of having smoking friends and family on smoking beliefs (e.g. negative consequences, positive reinforcement and negative reinforcement), cultural normative beliefs, pro-smoking injunctive norms, smoking intentions and recent smoking behaviors.Design/methodology/approachCross-sectional online survey data were collected from college students (N = 227). Multivariate analysis of covariance and path analysis were performed.FindingsCollege students who reported having smoking friends were more likely to report higher levels of positive reinforcement, cultural normative beliefs, pro-smoking injunctive norms, positive attitudes, smoking intentions and recent smoking behaviors than those without smoking friends. Frequent communication with smoking friends was significantly related to cultural normative beliefs, pro-smoking injunctive norms, positive attitudes and smoking intentions. The analysis, however, did not yield statistical support for the associations between frequent communication with smoking family and smoking perceptions, norms and behaviors.Originality/valueThe present study highlights the vital roles of friends' influence for college students' smoking behaviors. Communication-based intervention can help better equip college students with communication strategies that prevent tobacco use by promoting more effective conversations with friends.
{"title":"Investigation of college student smoking perceptions, behaviors and communication about smoking with smoking friends and family","authors":"YoungJu Shin, Yu Lu","doi":"10.1108/he-02-2021-0024","DOIUrl":"https://doi.org/10.1108/he-02-2021-0024","url":null,"abstract":"PurposeCommunication plays an important role in health decisions and behaviors. Friends and family exert influence through communication and, when considering smoking, this is particularly salient among those friends and family who smoke. Guided by primary socialization theory and integrated behavioral model, the present study examined the effects of having smoking friends and family on smoking beliefs (e.g. negative consequences, positive reinforcement and negative reinforcement), cultural normative beliefs, pro-smoking injunctive norms, smoking intentions and recent smoking behaviors.Design/methodology/approachCross-sectional online survey data were collected from college students (N = 227). Multivariate analysis of covariance and path analysis were performed.FindingsCollege students who reported having smoking friends were more likely to report higher levels of positive reinforcement, cultural normative beliefs, pro-smoking injunctive norms, positive attitudes, smoking intentions and recent smoking behaviors than those without smoking friends. Frequent communication with smoking friends was significantly related to cultural normative beliefs, pro-smoking injunctive norms, positive attitudes and smoking intentions. The analysis, however, did not yield statistical support for the associations between frequent communication with smoking family and smoking perceptions, norms and behaviors.Originality/valueThe present study highlights the vital roles of friends' influence for college students' smoking behaviors. Communication-based intervention can help better equip college students with communication strategies that prevent tobacco use by promoting more effective conversations with friends.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42660995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper adds to the growing body of research examining the impacts of COVID-19 physical distancing measures on the everyday lives of young people. It draws on theories of “digital intimacies” and “relationship maintenance” to argue that young people’s reflections on COVID-19, physical distancing and online relationships expose larger gaps in sex, relationships and health education pedagogies.Design/methodology/approachFive semi-structured online focus groups were conducted with Canadian adolescents aged 16–19 probing their experiences of dating and platonic relationships during COVID-19. Narrative thematic analysis methods were used to develop themes outlining how physical distancing measures have affected young people’s relationship norms, expectations and values.FindingsCOVID-19 physical distancing measures and school closures appeared to create the conditions for some young people to productively reflect on the labor involved in the maintenance of their relationships in relation to considerations of proximity, reciprocity and distance. This labor was particularly articulated by female participants, many of whom expressed that life disruptions caused by COVID-19 catalyzed learning about their own relationship needs, desires and boundaries.Research limitations/implicationsResults from this research are not widely generalizable, as each participant had a unique experience with COVID-19 physical distancing measures, schooling and in-person contact. Due to anonymity measures implemented, participant narratives cannot be confidently associated with demographic surveys that hampered the ability to offer an intersectional analysis of participant experience.Originality/valueDiscussions of relationship maintenance and digital intimacies elucidate the limitations of health education’s tendency to construct adolescent relationships as existing along binaries of “healthy” and “unhealthy.” Health education might benefit from more meaningful integration of these concepts.
{"title":"“It's been a good time to reflect on…who isn't worth keeping around”: COVID-19, adolescent relationship maintenance and implications for health education","authors":"Alanna Goldstein, S. Flicker","doi":"10.1108/HE-01-2021-0010","DOIUrl":"https://doi.org/10.1108/HE-01-2021-0010","url":null,"abstract":"PurposeThis paper adds to the growing body of research examining the impacts of COVID-19 physical distancing measures on the everyday lives of young people. It draws on theories of “digital intimacies” and “relationship maintenance” to argue that young people’s reflections on COVID-19, physical distancing and online relationships expose larger gaps in sex, relationships and health education pedagogies.Design/methodology/approachFive semi-structured online focus groups were conducted with Canadian adolescents aged 16–19 probing their experiences of dating and platonic relationships during COVID-19. Narrative thematic analysis methods were used to develop themes outlining how physical distancing measures have affected young people’s relationship norms, expectations and values.FindingsCOVID-19 physical distancing measures and school closures appeared to create the conditions for some young people to productively reflect on the labor involved in the maintenance of their relationships in relation to considerations of proximity, reciprocity and distance. This labor was particularly articulated by female participants, many of whom expressed that life disruptions caused by COVID-19 catalyzed learning about their own relationship needs, desires and boundaries.Research limitations/implicationsResults from this research are not widely generalizable, as each participant had a unique experience with COVID-19 physical distancing measures, schooling and in-person contact. Due to anonymity measures implemented, participant narratives cannot be confidently associated with demographic surveys that hampered the ability to offer an intersectional analysis of participant experience.Originality/valueDiscussions of relationship maintenance and digital intimacies elucidate the limitations of health education’s tendency to construct adolescent relationships as existing along binaries of “healthy” and “unhealthy.” Health education might benefit from more meaningful integration of these concepts.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Fiona Spotswood, Triin Vihalemm, Marko Uibu, Leene Korp
PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.
{"title":"Understanding whole school physical activity transition from a practice theory perspective","authors":"Fiona Spotswood, Triin Vihalemm, Marko Uibu, Leene Korp","doi":"10.1108/HE-04-2021-0066","DOIUrl":"https://doi.org/10.1108/HE-04-2021-0066","url":null,"abstract":"PurposeIn this study, the authors offer a practice theory framing of school physical activity transition with conceptual and managerial contributions to whole school approaches (WSAs).Design/methodology/approachBased on a literature overview of the limitations of WSA, ecological and systems theorisation and a practice theory framing of physical activity, the authors introduce a model that identifies signs of practice transition and conceptualises the relationship between signs and practice reconfigurations. To exemplify insights from the model, the authors provide illustrations from three cases from the national Estonian “Schools in Motion” programme.FindingsThe signs of practitioner effort, resistance and habituation indicate how practice ecosystem transition is unfolding across a spectrum from practice differentiation to routinisation. Several signs of transition, like resistance, indicate that reconfigured practices are becoming established. Also, there are signs of habituation that seemingly undermine the value of the programme but should instead be celebrated as valuable evidence for the normalisation of new practices.Practical implicationsThe article provides a model for WSA programme managers to recognise signs of transition and plan appropriate managerial activities.Originality/valueThe practice theory framing of school physical activity transition advances from extant theorizations of WSAs that have failed to account for the dynamic ways that socio-cultural change in complex school settings can unfold. A model, based on a practice ontology and concepts from theories of practice, is proposed. This recognises signs of transition and can help with the dynamic and reflexive management of transition that retains the purpose of systemic whole school change.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45226496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe World Health Organization issued its global action plan on physical activities 2018–2030, emphasizing the importance of context-specific evidence on the subject. Accordingly, this study aims to provide unique and important policy insights on trends and drivers of participation in physical exercises by academic community in Sri Lankan universities.Design/methodology/approachFor this purpose, we collected cross-sectional data (n = 456) in 2020 using a survey, and first, estimated a double-hurdle model to uncover covariates influencing likelihood and intensity of physical exercises overall. Second, count-data models are estimated to capture regularity of key exercises.FindingsThe results reveal that about 50% of members do not participate in any general physical exercise. Older members (marginal effect (ME) = 3.764, p < 0.01), non-Buddhists (ME = 54.889, p < 0.01) and alcohol consumers (ME = 32.178, p < 0.05) exhibit a higher intensity of participating in exercises overall. The intensity is lower for rural members (ME = −63.807, p < 0.01) and those with health insurance covers (ME = −31.447, p < 0.05). Individuals diagnosed for chronic illnesses show a higher likelihood of exercising but, their time devotion is limited. The number of children the academic staff members have as parents reduces the likelihood, but for those who choose to exercise have higher time devotion with increased number of children. The covariates play a similar role in determining regularity of key exercises: walking, jogging and exercising on workout machines.Research limitations/implicationsThe results imply a need to promote exercising in general and particularly among younger, healthy, insured and female individuals living in rural sector.Originality/valueThe study covers an under-researched professional sub-group in an under-researched developing context, examining both the likelihood and regularity of exercising as both dimensions are equally important for individuals to maintain healthy lives.
{"title":"Modeling the participation in physical exercises by university academic community in Sri Lanka","authors":"Ajantha Sisira Kumara, V. Sachitra","doi":"10.1108/HE-02-2021-0031","DOIUrl":"https://doi.org/10.1108/HE-02-2021-0031","url":null,"abstract":"PurposeThe World Health Organization issued its global action plan on physical activities 2018–2030, emphasizing the importance of context-specific evidence on the subject. Accordingly, this study aims to provide unique and important policy insights on trends and drivers of participation in physical exercises by academic community in Sri Lankan universities.Design/methodology/approachFor this purpose, we collected cross-sectional data (n = 456) in 2020 using a survey, and first, estimated a double-hurdle model to uncover covariates influencing likelihood and intensity of physical exercises overall. Second, count-data models are estimated to capture regularity of key exercises.FindingsThe results reveal that about 50% of members do not participate in any general physical exercise. Older members (marginal effect (ME) = 3.764, p < 0.01), non-Buddhists (ME = 54.889, p < 0.01) and alcohol consumers (ME = 32.178, p < 0.05) exhibit a higher intensity of participating in exercises overall. The intensity is lower for rural members (ME = −63.807, p < 0.01) and those with health insurance covers (ME = −31.447, p < 0.05). Individuals diagnosed for chronic illnesses show a higher likelihood of exercising but, their time devotion is limited. The number of children the academic staff members have as parents reduces the likelihood, but for those who choose to exercise have higher time devotion with increased number of children. The covariates play a similar role in determining regularity of key exercises: walking, jogging and exercising on workout machines.Research limitations/implicationsThe results imply a need to promote exercising in general and particularly among younger, healthy, insured and female individuals living in rural sector.Originality/valueThe study covers an under-researched professional sub-group in an under-researched developing context, examining both the likelihood and regularity of exercising as both dimensions are equally important for individuals to maintain healthy lives.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44150756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe aim of this study was to determine the effect of coronavirus disease 2019 (COVID-19) prevention methods training given by distance learning technique on the state anxiety level of the workers of a company serving in the communication sector.Design/methodology/approachThe sample of this experimental and cross-sectional study consisted of 52 people working in the communication sector. Data were collected using a questionnaire and the state anxiety inventory. Data were analyzed using descriptive statistics, t-test, variance analysis, Kruskal–Wallis, Mann–Whitney U and Tukey’s test.FindingsWhile the state anxiety scores of the workers working in the communication sector were 47.94 ± 4.90 before the training, they were found to be 43.98 ± 5.20 after the training.Research limitations/implicationsAs in every study, this study has some limitations. Although a homogeneous sample is tried to be formed since it only covers this group, it should be considered that there is a limitation in terms of generalizability. In addition, the fact that the knowledge score is not measured and the relationship between the knowledge score and the anxiety score is not evaluated should be considered as a limitation. Finally, it is also a limitation that the questionnaire form, which includes measurement tools, is applied online. It is thought that measuring errors can be minimized if questionnaires are applied face to face.Practical implicationsThe results of the study showed that the training given to the workers in the communication sector contributed positively to the reduction of anxiety levels. It is important to provide training and support to those with high anxiety levels. After providing effective protection for nurses/midwives under pandemic conditions and preventing their uncertainties, they can contribute to the reduction of anxiety levels by providing training to individuals who serve the society. It is recommended to plan health trainings for the anxiety of other sector workers serving the society and to focus on these groups. Thus, the effective protection of individuals and their service quality will increase and their anxiety may decrease.Originality/valueInformative support from nurses/midwives can make it easier to control anxiety arising from the COVID-19 pandemic. The results are important in order to draw attention to the anxiety of other sector workers serving the society and the importance of informative roles of nurses. In order to reduce the anxiety levels of workers in different sectors, it is recommended to conduct more supportive training activities and to draw attention to the workers serving the society.
{"title":"The effect of COVID-19 prevention methods training given through distance learning on state anxiety level: the case of private sector","authors":"Sultan Uçuk, G. Yıldırım","doi":"10.1108/HE-02-2021-0030","DOIUrl":"https://doi.org/10.1108/HE-02-2021-0030","url":null,"abstract":"PurposeThe aim of this study was to determine the effect of coronavirus disease 2019 (COVID-19) prevention methods training given by distance learning technique on the state anxiety level of the workers of a company serving in the communication sector.Design/methodology/approachThe sample of this experimental and cross-sectional study consisted of 52 people working in the communication sector. Data were collected using a questionnaire and the state anxiety inventory. Data were analyzed using descriptive statistics, t-test, variance analysis, Kruskal–Wallis, Mann–Whitney U and Tukey’s test.FindingsWhile the state anxiety scores of the workers working in the communication sector were 47.94 ± 4.90 before the training, they were found to be 43.98 ± 5.20 after the training.Research limitations/implicationsAs in every study, this study has some limitations. Although a homogeneous sample is tried to be formed since it only covers this group, it should be considered that there is a limitation in terms of generalizability. In addition, the fact that the knowledge score is not measured and the relationship between the knowledge score and the anxiety score is not evaluated should be considered as a limitation. Finally, it is also a limitation that the questionnaire form, which includes measurement tools, is applied online. It is thought that measuring errors can be minimized if questionnaires are applied face to face.Practical implicationsThe results of the study showed that the training given to the workers in the communication sector contributed positively to the reduction of anxiety levels. It is important to provide training and support to those with high anxiety levels. After providing effective protection for nurses/midwives under pandemic conditions and preventing their uncertainties, they can contribute to the reduction of anxiety levels by providing training to individuals who serve the society. It is recommended to plan health trainings for the anxiety of other sector workers serving the society and to focus on these groups. Thus, the effective protection of individuals and their service quality will increase and their anxiety may decrease.Originality/valueInformative support from nurses/midwives can make it easier to control anxiety arising from the COVID-19 pandemic. The results are important in order to draw attention to the anxiety of other sector workers serving the society and the importance of informative roles of nurses. In order to reduce the anxiety levels of workers in different sectors, it is recommended to conduct more supportive training activities and to draw attention to the workers serving the society.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44802507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jennifer R. Banas, Julia A. Valley, Amina Chaudhri
PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.
{"title":"A biblioguidance approach to understanding and developing adolescents' social-emotional competence in the health education classroom: a formative research study","authors":"Jennifer R. Banas, Julia A. Valley, Amina Chaudhri","doi":"10.1108/HE-01-2021-0008","DOIUrl":"https://doi.org/10.1108/HE-01-2021-0008","url":null,"abstract":"PurposeThough the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make evidence-based curricular and instructional decisions.Design/methodology/approachInspired by bibliguidance (or bibliotherapeutic) approaches to well-being, the researchers and teacher developed a fiction literature curriculum intended to foster SEC and health literacy skills. A mixed-method approach was used to gather and analyze data from 133 students and a teacher. A survey and journal entries embedded into the curriculum, and an interview were the sources.FindingsResults indicate the curriculum paired well with national standards for health education and a respected SEC framework; it also served well as a vehicle to reveal students' SEC. Students appeared to be competent in some areas and less in others, and there were differences between self-assessed and expressed competence.Practical implicationsBiblioguidance approaches to developing SEC in health education and other school subjects are worth continued investigation. The current results will be used to revise the curriculum and to develop supplemental materials.Originality/valueIn sharing the processes and findings, the authors hope teachers seeking to foster their students' SEC will replicate this work. Further, they hope health educators will gain recognition as the ideal professionals to deliver social-emotional learning instruction in schools.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42971577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeDuring the 2020 COVID-19 pandemic, schools closed in haste and were expected to create virtual learning opportunities for their students while they waited to see when and how they might re-open. National governments issued reopening guidance at varying speeds. The purpose of this study was to invite health and education professionals to share what was happening in their country about school reopening in terms of the features and implications of the guidance issued.Design/methodology/approachA qualitative study. Initial interviews informed a semi-structured questionnaire distributed through the global community of UNESCO Chair ‘Global Health and Education’ and partner organisations. Its aim was to collect, analyse and share globally relevant knowledge and practices about school reopening.FindingsThere were 192 useable responses from 43 countries and territories and 1 multi-country region. 20 of these, mainly in the Global North, had received reopening guidance, 23 were still waiting and 1 had not closed its schools. Guidance prioritised public health measures like social distancing, with less emphasis on education impacts. Success came from partnerships between schools, families and local authorities, consistent guidance and enough time and resources for implementation. Fear of infection led to significant absenteeism among students and staff. Respondents waiting for guidance, mainly in the Global South, shared similar concerns and expectations.Originality/valueDescribing first-hand practices and perspectives of health and education professionals from diverse countries and territories about reopening schools.
{"title":"Co-operation and consistency: a global survey of professionals involved in reopening schools during the COVID-19 pandemic","authors":"N. Gray, D. Jourdan","doi":"10.1108/HE-07-2020-0054","DOIUrl":"https://doi.org/10.1108/HE-07-2020-0054","url":null,"abstract":"PurposeDuring the 2020 COVID-19 pandemic, schools closed in haste and were expected to create virtual learning opportunities for their students while they waited to see when and how they might re-open. National governments issued reopening guidance at varying speeds. The purpose of this study was to invite health and education professionals to share what was happening in their country about school reopening in terms of the features and implications of the guidance issued.Design/methodology/approachA qualitative study. Initial interviews informed a semi-structured questionnaire distributed through the global community of UNESCO Chair ‘Global Health and Education’ and partner organisations. Its aim was to collect, analyse and share globally relevant knowledge and practices about school reopening.FindingsThere were 192 useable responses from 43 countries and territories and 1 multi-country region. 20 of these, mainly in the Global North, had received reopening guidance, 23 were still waiting and 1 had not closed its schools. Guidance prioritised public health measures like social distancing, with less emphasis on education impacts. Success came from partnerships between schools, families and local authorities, consistent guidance and enough time and resources for implementation. Fear of infection led to significant absenteeism among students and staff. Respondents waiting for guidance, mainly in the Global South, shared similar concerns and expectations.Originality/valueDescribing first-hand practices and perspectives of health and education professionals from diverse countries and territories about reopening schools.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44558664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores to what extent health promotion policy in practice and leadership engagement is reflected in school actors' experiences of health dialogues (HDs) and their ideas about promoting health and learning in schools.,The 93 participants consisted of 44 school nurses, 37 students in grades 4, 7 or the first year of high school and 12 teachers, who shared their experiences with HDs by writing open letters.,The qualitative content analysis resulted in four themes: Putting health on the agenda, Finding a common goal, Walking side by side and Pointing out a healthy direction. The participants' expectations of school health promotion leadership are revealed in suggestions on how the HDs can fulfill both the educational assignment and promote student health.,Based on the findings, we argue that for successful school health promotion leaders need to acknowledge the field of tension where leadership has to take place, anchor health promotion policy and administer “a Sandwich approach” – a top-down and bottom-up leadership simultaneously that facilitates school-based health promotion.,When different school actors (school nurses, teachers and students) are given a voice, a collective picture of HDs can emerge and help develop health promotion practices.
{"title":"Open letters about health dialogues reveal school staff and students' expectations of school health promotion leadership","authors":"C. Kostenius, C. Lundqvist","doi":"10.1108/HE-06-2020-0046","DOIUrl":"https://doi.org/10.1108/HE-06-2020-0046","url":null,"abstract":"This study explores to what extent health promotion policy in practice and leadership engagement is reflected in school actors' experiences of health dialogues (HDs) and their ideas about promoting health and learning in schools.,The 93 participants consisted of 44 school nurses, 37 students in grades 4, 7 or the first year of high school and 12 teachers, who shared their experiences with HDs by writing open letters.,The qualitative content analysis resulted in four themes: Putting health on the agenda, Finding a common goal, Walking side by side and Pointing out a healthy direction. The participants' expectations of school health promotion leadership are revealed in suggestions on how the HDs can fulfill both the educational assignment and promote student health.,Based on the findings, we argue that for successful school health promotion leaders need to acknowledge the field of tension where leadership has to take place, anchor health promotion policy and administer “a Sandwich approach” – a top-down and bottom-up leadership simultaneously that facilitates school-based health promotion.,When different school actors (school nurses, teachers and students) are given a voice, a collective picture of HDs can emerge and help develop health promotion practices.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49292829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.Design/methodology/approachPST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.FindingsPST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.Originality/valueLittle is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.
{"title":"Pre-service teacher perceptions of teaching health education online","authors":"Vaughan Cruickshank, C. Mainsbridge","doi":"10.1108/HE-01-2021-0004","DOIUrl":"https://doi.org/10.1108/HE-01-2021-0004","url":null,"abstract":"PurposeThe forced shift to online teaching delivery during COVID-19 suppression measures in 2020 was a complex challenge for Australian teachers. Teachers were given very little time to prepare online content and very little professional development to teach online. Their experiences prompted discussion about the abilities of pre-service teachers (PST) to adapt content to online delivery if another pandemic occurred while they were teaching in the future.Design/methodology/approachPST majoring in Health and Physical Education were required to adapt a 4-weeks high school health education unit for online delivery. This study analysed data from PST personal reflections and focus groups to gain a better understanding of their perceptions about teaching health education online and their confidence to adapt tasks and activities from face-to-face delivery or develop unique online tasks.FindingsPST reported varied confidence and competence to plan for and engage in online health education teaching. PST were concerned about student learning and engagement online, and unsure how to best differentiate activities to ensure all student could meet the intended outcomes.Originality/valueLittle is known about the confidence and competence of PST to deliver fully online school health education. It is important to know more about this phenomenon to inform teacher education and teacher professional development to ensure teachers are better prepared for online delivery in the future.","PeriodicalId":47067,"journal":{"name":"Health Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46339236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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