{"title":"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。","authors":"Annemarie E. Bennett","doi":"10.1111/cch.13285","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (<i>n</i>2460) 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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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%, <i>n</i>421) being female. Almost a third (30.5%, <i>n</i>150) were 11–20 years post-qualification, and a quarter (25.2%, <i>n</i>124) 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 (<i>p</i> < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (<i>p</i> = 0.31), socioeconomic designation (<i>p</i> = 0.27) or years post-qualification (<i>p</i> = 0.08). Capacity decrements were most frequently (49.7%, <i>n</i>245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (<i>n</i>136) and 21.5% (<i>n</i>106) of respondents, respectively. Healthy eating significantly (<i>p</i> < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, <i>n</i>376) and spring 2022 (23.1%, <i>n</i>114). Mental health significantly (<i>p</i> < 0.01) increased as a priority, being listed by 38.1% (<i>n</i>188) as a priority pre-pandemic and doubling to 72.6% (<i>n</i>358) in spring 2022.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>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.</p>\n </section>\n </div>","PeriodicalId":55262,"journal":{"name":"Child Care Health and Development","volume":"50 4","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.13285","citationCount":"0","resultStr":"{\"title\":\"Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children\",\"authors\":\"Annemarie E. 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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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>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%, <i>n</i>421) being female. Almost a third (30.5%, <i>n</i>150) were 11–20 years post-qualification, and a quarter (25.2%, <i>n</i>124) 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 (<i>p</i> < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (<i>p</i> = 0.31), socioeconomic designation (<i>p</i> = 0.27) or years post-qualification (<i>p</i> = 0.08). Capacity decrements were most frequently (49.7%, <i>n</i>245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (<i>n</i>136) and 21.5% (<i>n</i>106) of respondents, respectively. Healthy eating significantly (<i>p</i> < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, <i>n</i>376) and spring 2022 (23.1%, <i>n</i>114). Mental health significantly (<i>p</i> < 0.01) increased as a priority, being listed by 38.1% (<i>n</i>188) as a priority pre-pandemic and doubling to 72.6% (<i>n</i>358) in spring 2022.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>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.</p>\\n </section>\\n </div>\",\"PeriodicalId\":55262,\"journal\":{\"name\":\"Child Care Health and Development\",\"volume\":\"50 4\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2024-06-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cch.13285\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child Care Health and Development\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cch.13285\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PEDIATRICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Care Health and Development","FirstCategoryId":"3","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cch.13285","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PEDIATRICS","Score":null,"Total":0}
Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children
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.
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.
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