Pub Date : 2024-03-15DOI: 10.1177/00178969241237087
Felicia Augustsson, Karin Grahn
Objective:The aim of this study was to explore the school principal’s role in promoting physical activity for inactive children in school settings.Design:Exploratory qualitative interview study.Setting:The study was conducted in seven elementary schools in central Sweden.Method:Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals’ efforts to promote physical activity for inactive children.Result:The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children’s opportunities to engage in PA.Conclusion:When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.
{"title":"School principals’ role in promoting physical activity for inactive children in school settings: An exploratory study","authors":"Felicia Augustsson, Karin Grahn","doi":"10.1177/00178969241237087","DOIUrl":"https://doi.org/10.1177/00178969241237087","url":null,"abstract":"Objective:The aim of this study was to explore the school principal’s role in promoting physical activity for inactive children in school settings.Design:Exploratory qualitative interview study.Setting:The study was conducted in seven elementary schools in central Sweden.Method:Data were collected by means of semi-structured interviews with eight school principals. Theories of bioecology and teacher agency informed the study and shed light on the environmental factors and resources affecting school principals’ efforts to promote physical activity for inactive children.Result:The most common strategy school principals described was to delegate responsibility for planning organised activities to dedicated school personnel working with the children. In their leadership role, principals described having the power and opportunity to recruit school personnel with positive attitudes towards promoting physical activity, which likely increases inactive children’s opportunities to engage in PA.Conclusion:When provided the adequate resources, and by virtue of their management position within the school, principals have the opportunity to make a difference to promote PA for inactive children. Delegating responsibility to school personnel may however create unequal PA opportunities, and if there are no initiators dedicated to this work, inactive children may be left out of PA opportunities in school.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1177/00178969241235524
Jennifer Utter, Rebecca McRae, Frances Mole, Kaitlin Brennan, Sally McCray
Objective:The modern Australian diet is largely characterised by too few fruits and vegetables and too many discretionary foods. This is very different to how Indigenous Australians ate prior to colonisation. Native plants and seeds like bush tomatoes, warrigal greens, Kakadu plum and wattleseed are not common features of the contemporary Australian diet. We developed an initiative to incorporate native plants and seeds into a hospital inpatient menu to normalise their use and provide nutrition education to patients, staff and the community of the nutrition and sustainability benefits of native ingredients.Design:Between May and August 2022, the Chef’s Special menu (for privately funded patients) featured Australian native ingredients in all dishes. The nutritional benefits of native foods were communicated to patients through a printed brochure delivered with the menu, to foodservices staff through in-service training, and to the broader community through social media.Setting:Urban hospital in Brisbane, Australia.Method:Data were collected on acceptability, engagement and reach of the education initiative.Results:The initiative was successfully delivered, with more than 8,000 patient brochures distributed, 45 staff attending training, and social media reaching approximately 10,000 people. The most frequently ordered main meal on the menu was grilled snapper (fish) with macadamia Asian herb salad and finger lime.Conclusion:The work highlighted how the patient menu in hospital can serve as a useful tool to communicate nutrition education to patients, staff and the broader community. In addition, we reflect on the many opportunities to continue to celebrate the nutritional benefits of Australian native foods in healthcare settings.
{"title":"Celebrating Australian native foods through hospital foodservices: Engaging patients, staff and the broader community","authors":"Jennifer Utter, Rebecca McRae, Frances Mole, Kaitlin Brennan, Sally McCray","doi":"10.1177/00178969241235524","DOIUrl":"https://doi.org/10.1177/00178969241235524","url":null,"abstract":"Objective:The modern Australian diet is largely characterised by too few fruits and vegetables and too many discretionary foods. This is very different to how Indigenous Australians ate prior to colonisation. Native plants and seeds like bush tomatoes, warrigal greens, Kakadu plum and wattleseed are not common features of the contemporary Australian diet. We developed an initiative to incorporate native plants and seeds into a hospital inpatient menu to normalise their use and provide nutrition education to patients, staff and the community of the nutrition and sustainability benefits of native ingredients.Design:Between May and August 2022, the Chef’s Special menu (for privately funded patients) featured Australian native ingredients in all dishes. The nutritional benefits of native foods were communicated to patients through a printed brochure delivered with the menu, to foodservices staff through in-service training, and to the broader community through social media.Setting:Urban hospital in Brisbane, Australia.Method:Data were collected on acceptability, engagement and reach of the education initiative.Results:The initiative was successfully delivered, with more than 8,000 patient brochures distributed, 45 staff attending training, and social media reaching approximately 10,000 people. The most frequently ordered main meal on the menu was grilled snapper (fish) with macadamia Asian herb salad and finger lime.Conclusion:The work highlighted how the patient menu in hospital can serve as a useful tool to communicate nutrition education to patients, staff and the broader community. In addition, we reflect on the many opportunities to continue to celebrate the nutritional benefits of Australian native foods in healthcare settings.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"19 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-12DOI: 10.1177/00178969241236595
Burt Davis, Carel Jansen
Objectives:This study evaluated the effects of reading different versions of a fotonovela about diabetes in resource-poor settings in South Africa.Design:An experimental study was conducted with 411 participants, comparing a fotonovela with a younger protagonist, a similar fotonovela version with an older protagonist and a no message control condition. Differences between the two fotonovela versions were analysed for two age groups of readers (25–49 years, and 50 years and older).Setting:Community centres in vulnerable communities in the South African provinces of the Western Cape, the Northern Cape and Gauteng.Method:In the experimental conditions, participants completed a questionnaire after reading one of the fotonovela versions. Participants in the control condition answered similar questions without having read a fotonovela.Results:Both fotonovela versions resulted in more diabetes knowledge than the control condition. Limited positive effects were found for attitudes and behavioural intentions. In the younger participant group, age similarity between the protagonist and readers resulted in knowledge gain, while in the older participant group, no such effect was found. In both age groups, no age similarity effects were found for attitudes or behavioural intentions.Conclusion:This study confirms that fotonovelas can be an effective means of health communication. Furthermore, for a narrative on a health topic for which age is relevant, it can be beneficial to choose a young protagonist. For readers from the same age group, the impact of the story on knowledge acquisition may then be greatest, while for older readers, the age of the protagonist does not seem to influence the knowledge effects of the story.
{"title":"Educating vulnerable communities about diabetes: Can a fotonovela work?","authors":"Burt Davis, Carel Jansen","doi":"10.1177/00178969241236595","DOIUrl":"https://doi.org/10.1177/00178969241236595","url":null,"abstract":"Objectives:This study evaluated the effects of reading different versions of a fotonovela about diabetes in resource-poor settings in South Africa.Design:An experimental study was conducted with 411 participants, comparing a fotonovela with a younger protagonist, a similar fotonovela version with an older protagonist and a no message control condition. Differences between the two fotonovela versions were analysed for two age groups of readers (25–49 years, and 50 years and older).Setting:Community centres in vulnerable communities in the South African provinces of the Western Cape, the Northern Cape and Gauteng.Method:In the experimental conditions, participants completed a questionnaire after reading one of the fotonovela versions. Participants in the control condition answered similar questions without having read a fotonovela.Results:Both fotonovela versions resulted in more diabetes knowledge than the control condition. Limited positive effects were found for attitudes and behavioural intentions. In the younger participant group, age similarity between the protagonist and readers resulted in knowledge gain, while in the older participant group, no such effect was found. In both age groups, no age similarity effects were found for attitudes or behavioural intentions.Conclusion:This study confirms that fotonovelas can be an effective means of health communication. Furthermore, for a narrative on a health topic for which age is relevant, it can be beneficial to choose a young protagonist. For readers from the same age group, the impact of the story on knowledge acquisition may then be greatest, while for older readers, the age of the protagonist does not seem to influence the knowledge effects of the story.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"92 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140148269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/00178969241234484
Erin Choice, Victoria Rinsem, Rebecca Downey
Objective:The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children.Design:Qualitative case study.Methods:Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session.Results:University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important.Conclusion:There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.
{"title":"A nutrition education service learning programme: Development, implementation and impact on participants","authors":"Erin Choice, Victoria Rinsem, Rebecca Downey","doi":"10.1177/00178969241234484","DOIUrl":"https://doi.org/10.1177/00178969241234484","url":null,"abstract":"Objective:The aim of this study was to investigate the perceptions of university students who served as outside facilitators for evidence-based nutrition education for elementary-age children.Design:Qualitative case study.Methods:Thirteen undergraduate university students facilitated four nutrition education sessions for elementary-age students in an after-school programme using the Choice, Control, Change model as part of service learning curriculum. University students completed pre- and post-participation surveys. Elementary-age participants completed surveys after each session.Results:University students saw the benefit of this type of experiential learning with the following themes: knowledge application, learning about diverse perspectives and having a positive impact. Before the first nutrition education session, the university students felt excited, nervous and/or enthusiastic, and during and immediately after the sessions reported they felt confident. Participant engagement was low/mixed and classroom management was challenging, which may be linked to the university students’ perceptions that they were underprepared to work in a distracting social environment, and with behaviour typical to elementary-age children. The education session recipients reported they gained knowledge about healthy behaviours and believed that eating healthy foods is important.Conclusion:There are gaps in nutrition education programme theory and implementation by outside facilitators. These findings are relevant to those who provide health education services for surrounding communities. This study provides information about implementation barriers when outside facilitators lead nutrition education, alongside recommendations to improve these types of programmes in the future.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"65 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1177/00178969241234507
Marianne Clark, Clare Southerton
Objective:This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media.Design:A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts.Methods:Semi-structured interviews were conducted with nine university students (ages 19–23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week.Setting:This project was conducted in a small University town in Maritime Canada.Results:Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to ‘Fill in the Gaps’ left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question ‘Am I normal’. The third theme describes how participants actively ‘Balance Authority and Intimacy’ when seeking menstrual information that resonates with their embodied experiences.Conclusion:Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.
{"title":"Understanding digital period pedagogies: Exploring how young people navigate menstruation through embodied experience","authors":"Marianne Clark, Clare Southerton","doi":"10.1177/00178969241234507","DOIUrl":"https://doi.org/10.1177/00178969241234507","url":null,"abstract":"Objective:This paper examines the ways in which young people in Eastern Canada learn about menstruation and construct personal period pedagogies through embodied experiences and encounters with digital and social media.Design:A qualitative exploratory approach was undertaken to elicit the stories and voices of young people who menstruate. Menstruation is conceptualised as a deeply bio-social phenomenon and knowledge was understood as created, contested and negotiated across settings and contexts.Methods:Semi-structured interviews were conducted with nine university students (ages 19–23 years) in Eastern Canada as part of a pilot project informing a broader study about menstruation education and menstrual experiences. To be eligible for inclusion, participants were required to have experienced one menstrual cycle in the past 6 months and engaged with social media at least once per week.Setting:This project was conducted in a small University town in Maritime Canada.Results:Young people interviewed learned about menstruation through knowledges assembled from conversations family members and peers, educational and medical settings and content encountered on social and digital media. Three themes were developed from the analysis. The first two capture how young people actively try to ‘Fill in the Gaps’ left by conventional menstrual education approaches and therefore turn to informal and narrative knowledges circulating on social media in efforts to answer the question ‘Am I normal’. The third theme describes how participants actively ‘Balance Authority and Intimacy’ when seeking menstrual information that resonates with their embodied experiences.Conclusion:Substantial gaps exist in the menstrual knowledges available to young people, particularly in relation to the embodied and emotional dimensions of having and managing a period. Digital and social media have the capacity to contribute to personal period pedagogies by acknowledging and exploring aspects of menstruation not adequately addressed in other contexts.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"29 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140047126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-22DOI: 10.1177/00178969241232220
Katerina Michael, Michael A Talias
Objective:To evaluate the effects of a nutrition education programme conducted during health education lessons on students’ adherence to the Mediterranean Diet (MD) and their body mass index (BMI).Design:Quasi-experimental pre-test/post-test research design: two study conditions (intervention and control groups).Setting:Two urban schools, the 11th and 21st primary schools in Limassol, Cyprus.Method:Two hundred and thirty-five fifth- and sixth-grade students participated in the programme. One hundred and fifteen were in the intervention group school (the 11th primary school), and 120 were in the control group school (the 21st primary school). Students in the intervention school participated in nine 80-minute lessons during the health education class. The curriculum focused on the MD and included cooking activities, food tasting and parental involvement. The primary outcomes were subsequent adherence to the MD, nutritional knowledge, self-efficacy physical activity and BMI.Results:Following the implementation of the intervention, the intervention group showed a significant increase in nutritional knowledge, self-efficacy and adherence to the MD ( p < .001). The intervention group also had significantly higher nutritional knowledge and MD Quality Index scores than the control group ( p < .001). However, no effect was observed on children’s BMI ( p > .05).Conclusion:The intervention successfully improved children’s dietary habits in the intervention group by increasing adherence to the MD, but it did not affect their BMI. The results show some promise for addressing poor nutrition through education.
{"title":"Evaluation of a school intervention to improve adherence to the Mediterranean Diet","authors":"Katerina Michael, Michael A Talias","doi":"10.1177/00178969241232220","DOIUrl":"https://doi.org/10.1177/00178969241232220","url":null,"abstract":"Objective:To evaluate the effects of a nutrition education programme conducted during health education lessons on students’ adherence to the Mediterranean Diet (MD) and their body mass index (BMI).Design:Quasi-experimental pre-test/post-test research design: two study conditions (intervention and control groups).Setting:Two urban schools, the 11th and 21st primary schools in Limassol, Cyprus.Method:Two hundred and thirty-five fifth- and sixth-grade students participated in the programme. One hundred and fifteen were in the intervention group school (the 11th primary school), and 120 were in the control group school (the 21st primary school). Students in the intervention school participated in nine 80-minute lessons during the health education class. The curriculum focused on the MD and included cooking activities, food tasting and parental involvement. The primary outcomes were subsequent adherence to the MD, nutritional knowledge, self-efficacy physical activity and BMI.Results:Following the implementation of the intervention, the intervention group showed a significant increase in nutritional knowledge, self-efficacy and adherence to the MD ( p < .001). The intervention group also had significantly higher nutritional knowledge and MD Quality Index scores than the control group ( p < .001). However, no effect was observed on children’s BMI ( p > .05).Conclusion:The intervention successfully improved children’s dietary habits in the intervention group by increasing adherence to the MD, but it did not affect their BMI. The results show some promise for addressing poor nutrition through education.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"84 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139956033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-21DOI: 10.1177/00178969241232222
Young-Shin Lee, Hee-Jin Jun, Kyeongra Yang, Kim Moreno
Purpose:To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic.Design:Cross-sectional descriptive design.Setting:A survey was distributed electronically to organisations, parents and student groups in Southern California 10 months after the declaration of the COVID-19 pandemic.Sample:A total of 217 students aged between 12 and 19 years old.Measures:Questions were adapted from a previous nationwide online survey about COVID-19.Analysis:Descriptive and logistic regression analyses were used to analyse the data.Results:The most common type of information (communication) source was an interpersonal one (parents), and the least common type was an official (federal, school) source. Statistically significant better protective behaviours aligned with COVID-19 recommendations were seen in students who received more information from official sources; less information from social media or friends; believed in the accuracy and benefits of utilising the COVID-19 pandemic information and learned about the use of disinfectants and were confident in cleaning surfaces of devices and equipped. However, those who perceived themselves at risk of COVID-19 infection and had perceived high risks in general reported lower (but not statistically significant) compliance with protective behaviour. The level of knowledge about COVID-19 was not statistically associated with compliance with protective behaviour.Conclusion:Parents’ role in guiding adolescents is critical. Evidence-based information about COVID-19 should be delivered through official sources to facilitate adolescents’ understanding and active participation in public health efforts.
{"title":"Increasing compliance with public health guidelines among adolescents: Lessons for the future from the US COVID-19 pandemic","authors":"Young-Shin Lee, Hee-Jin Jun, Kyeongra Yang, Kim Moreno","doi":"10.1177/00178969241232222","DOIUrl":"https://doi.org/10.1177/00178969241232222","url":null,"abstract":"Purpose:To explore factors influencing compliance with COVID-19 recommended preventive behaviours focusing on types of information sources about COVID-19, learning about disinfectant use and constructs of the Health Belief Model among adolescents at the start of the COVID-19 pandemic.Design:Cross-sectional descriptive design.Setting:A survey was distributed electronically to organisations, parents and student groups in Southern California 10 months after the declaration of the COVID-19 pandemic.Sample:A total of 217 students aged between 12 and 19 years old.Measures:Questions were adapted from a previous nationwide online survey about COVID-19.Analysis:Descriptive and logistic regression analyses were used to analyse the data.Results:The most common type of information (communication) source was an interpersonal one (parents), and the least common type was an official (federal, school) source. Statistically significant better protective behaviours aligned with COVID-19 recommendations were seen in students who received more information from official sources; less information from social media or friends; believed in the accuracy and benefits of utilising the COVID-19 pandemic information and learned about the use of disinfectants and were confident in cleaning surfaces of devices and equipped. However, those who perceived themselves at risk of COVID-19 infection and had perceived high risks in general reported lower (but not statistically significant) compliance with protective behaviour. The level of knowledge about COVID-19 was not statistically associated with compliance with protective behaviour.Conclusion:Parents’ role in guiding adolescents is critical. Evidence-based information about COVID-19 should be delivered through official sources to facilitate adolescents’ understanding and active participation in public health efforts.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"116 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-19DOI: 10.1177/00178969241232802
Blerina Rusiti, Simone Gad Kjeld, Susan Andersen, Lotus Sofie Bast, Dina Danielsen
Objective:In Denmark, more students smoke in vocational schools than in upper secondary schools. Smoking-prevention initiatives may reduce the prevalence of smoking but may also introduce unforeseen challenges. This study examined the significance of smoking and dilemmas related to smokefree school hours (SFSH) among established smokers in Danish vocational schools.Design:Qualitative research design.Setting:Data collection took place in a vocational education and training (VET) school in Denmark. The subject area was care, health and pedagogy (CHP).Method:Participant observation and focus groups were conducted with students and teachers. Two classes were observed for 2 weeks in total. The data analysed consisted of participant observation field notes ( n = 10 school days), transcripts from student focus groups ( n = 6; aged 18–56) and transcripts from teacher focus groups ( n = 11).Results:Two dilemmas were described as faced by established smokers in relation to the implementation of smokefree school hours: (1) The school is entitled to make rules versus the right to decide for oneself; and (2) life and schoolwork are challenging and demanding versus school work is more important than smoking.Conclusion:The findings illustrate how smoking, as an ingrained everyday practice for established smokers, represents a means of coping with difficult school demands and everyday challenges, particularly for vulnerable students, and how regulations such as SFSH create dilemmas for those students. These dilemmas are important to consider when designing and implementing smoking-prevention initiatives to prevent potential negative side effects and an unintended increase in social inequality in smoking.
{"title":"When smoking is the smallest problem: A qualitative study of smoking prevention in Danish vocational schools","authors":"Blerina Rusiti, Simone Gad Kjeld, Susan Andersen, Lotus Sofie Bast, Dina Danielsen","doi":"10.1177/00178969241232802","DOIUrl":"https://doi.org/10.1177/00178969241232802","url":null,"abstract":"Objective:In Denmark, more students smoke in vocational schools than in upper secondary schools. Smoking-prevention initiatives may reduce the prevalence of smoking but may also introduce unforeseen challenges. This study examined the significance of smoking and dilemmas related to smokefree school hours (SFSH) among established smokers in Danish vocational schools.Design:Qualitative research design.Setting:Data collection took place in a vocational education and training (VET) school in Denmark. The subject area was care, health and pedagogy (CHP).Method:Participant observation and focus groups were conducted with students and teachers. Two classes were observed for 2 weeks in total. The data analysed consisted of participant observation field notes ( n = 10 school days), transcripts from student focus groups ( n = 6; aged 18–56) and transcripts from teacher focus groups ( n = 11).Results:Two dilemmas were described as faced by established smokers in relation to the implementation of smokefree school hours: (1) The school is entitled to make rules versus the right to decide for oneself; and (2) life and schoolwork are challenging and demanding versus school work is more important than smoking.Conclusion:The findings illustrate how smoking, as an ingrained everyday practice for established smokers, represents a means of coping with difficult school demands and everyday challenges, particularly for vulnerable students, and how regulations such as SFSH create dilemmas for those students. These dilemmas are important to consider when designing and implementing smoking-prevention initiatives to prevent potential negative side effects and an unintended increase in social inequality in smoking.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"7 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/00178969231221000
Emily Young, Z. Demissie, Leigh E Szucs, N. Brener, Fareeha Waheed, Salimah Jasani
School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools’ implementation of diversity-related learning opportunities (i.e. opportunities to learn about people who are different from themselves) in secondary school classrooms and extracurricular settings. Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: (a) clubs; (b) lessons in class and (c) special events (e.g. multicultural week, family night) sponsored by the school or community organisations. Between 2014–2018, no states experienced decreases in opportunities for students to learn about people who are different from themselves; most states demonstrated no significant change. Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.
{"title":"Trends in diversity-related learning among secondary schools in 35 US states, 2014–2018","authors":"Emily Young, Z. Demissie, Leigh E Szucs, N. Brener, Fareeha Waheed, Salimah Jasani","doi":"10.1177/00178969231221000","DOIUrl":"https://doi.org/10.1177/00178969231221000","url":null,"abstract":"School Health Profiles (Profiles) is a national surveillance system operated by the US Centers for Disease Control and Prevention. A school-based system of surveys, Profiles monitors school health policies and practices in US states and other jurisdictions through questionnaires completed by school principals and lead health education teachers. This study used the Profiles principal survey to identify trends in US schools’ implementation of diversity-related learning opportunities (i.e. opportunities to learn about people who are different from themselves) in secondary school classrooms and extracurricular settings. Logistic regression models using data from three cycles of School Health Profiles from 35 US states examined trends in the percentages of secondary schools offering students diversity-related learning opportunities in the following settings, each measured by using dichotomous yes/no response options: (a) clubs; (b) lessons in class and (c) special events (e.g. multicultural week, family night) sponsored by the school or community organisations. Between 2014–2018, no states experienced decreases in opportunities for students to learn about people who are different from themselves; most states demonstrated no significant change. Findings suggest efforts are needed to strengthen capacity for and prioritisation of policies, programmes and practices promoting diversity and culturally relevant education in schools, and in turn, promote positive health and educational outcomes for youth.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":"30 3","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/00178969231219567
S. Trask, Pule Manuele, Losa Borne, Olivier Galy, Barry Potter, J. Bay
National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. There is little reporting on ‘behind-the-scenes’ practices of H&PE curriculum writing, despite this being a key mechanism by which the shaping of curricula occurs. This article offers a descriptive case study of curriculum development for the Tokelau National Curriculum H&PE learning area for Years 0–13. Prior to 2021, this learning area did not formally exist in the Tokelau National Curriculum Framework. The case reports on the processes and decisions of a multi-national transdisciplinary writing team from Tokelau, New Zealand and New Caledonia. We explore the questions: ‘Why the need for an H&PE curriculum, and who is it for?’ Document collection and team-based interviews formed the basis for deductive descriptive analysis of the writing processes. Three key themes were developed. Related to ‘why’, findings illustrate the importance of formalising H&PE learning, representing knowledge, skills and capabilities useful for present and future generations of young people in Tokelau. Considering ‘for whom’, findings emphasise the involvement of the community in curriculum decisions, and the inclusion of distinctive features aligned with community values, needs and aspirations. The case study illustrates the requisite coming together of different groups and expertise in the creation of a curriculum, a synthesis of pre-existing and new knowledge and experiences. The focus on health promotion and health and physical literacies exemplifies the everyday use of school curriculum goals to support community health.
{"title":"Developing the Tokelau National Health and Physical Education Curriculum: A case study","authors":"S. Trask, Pule Manuele, Losa Borne, Olivier Galy, Barry Potter, J. Bay","doi":"10.1177/00178969231219567","DOIUrl":"https://doi.org/10.1177/00178969231219567","url":null,"abstract":"National school curriculum statements detail what it is important to learn and are highly context- and discipline-specific. The health and physical education (H&PE) learning areas have multiple learning purposes, and facilitating this in curriculum design is a significant and challenging task. There is little reporting on ‘behind-the-scenes’ practices of H&PE curriculum writing, despite this being a key mechanism by which the shaping of curricula occurs. This article offers a descriptive case study of curriculum development for the Tokelau National Curriculum H&PE learning area for Years 0–13. Prior to 2021, this learning area did not formally exist in the Tokelau National Curriculum Framework. The case reports on the processes and decisions of a multi-national transdisciplinary writing team from Tokelau, New Zealand and New Caledonia. We explore the questions: ‘Why the need for an H&PE curriculum, and who is it for?’ Document collection and team-based interviews formed the basis for deductive descriptive analysis of the writing processes. Three key themes were developed. Related to ‘why’, findings illustrate the importance of formalising H&PE learning, representing knowledge, skills and capabilities useful for present and future generations of young people in Tokelau. Considering ‘for whom’, findings emphasise the involvement of the community in curriculum decisions, and the inclusion of distinctive features aligned with community values, needs and aspirations. The case study illustrates the requisite coming together of different groups and expertise in the creation of a curriculum, a synthesis of pre-existing and new knowledge and experiences. The focus on health promotion and health and physical literacies exemplifies the everyday use of school curriculum goals to support community health.","PeriodicalId":47346,"journal":{"name":"Health Education Journal","volume":" 31","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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