Dataset Information

Implementing a set of health promoting processes in English secondary schools: A comparative case study.

ABSTRACT:

Objective

To understand the enablers and barriers to implementing a set of adaptive processes aimed at supporting secondary schools to reflect on and subsequently address how they could adjust school practices, culture and the environment to create a whole school approach to promoting healthy lifestyles.

Study design

A qualitative, comparative case study.

Methods

Two in depth case studies were created of two purposefully selected schools in low socio-economic areas of South West England. Data were collected via meetings, observations, field notes, interviews and audit. Interviews were transcribed verbatim. Individual thematic analyses were conducted for each school and a comparative analysis approach was used to understand the barriers and enablers across both cases.

Results

Schools were supported to use a health-promoting lens and identify feasible improvements through an adaptive and context specific process. The school environment and ethos were identified as the areas where schools could conceive the most adjustments to enhance the promotion of healthy lifestyle choices. With the lack of government policy for health promotion in schools (HPS), the Head teacher's approach to health was key to making meaningful changes.

Conclusions

Health promoting school approaches need to be adaptive to local context, actively involve community partners and link to local initiatives where possible, with support from Head teachers and business managers. Starting with what teachers, pupils and parents see as the barriers to health can create a whole school ethos for broad reaching and sustainable HPS programmes.

SUBMITTER: McHugh CA

PROVIDER: S-EPMC9461601 | biostudies-literature | 2021 Nov

REPOSITORIES: biostudies-literature

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Publications

Implementing a set of health promoting processes in English secondary schools: A comparative case study.

McHugh C A CA Lloyd Jenny J Logan Stuart S Wyatt Katrina K

Public health in practice (Oxford, England) 20211029

<h4>Objective</h4>To understand the enablers and barriers to implementing a set of adaptive processes aimed at supporting secondary schools to reflect on and subsequently address how they could adjust school practices, culture and the environment to create a whole school approach to promoting healthy lifestyles.<h4>Study design</h4>A qualitative, comparative case study.<h4>Methods</h4>Two in depth case studies were created of two purposefully selected schools in low socio-economic areas of South ...[more]

PMID: 36101576

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Project description:ObjectivesTo assess and classify all private and government schools located in a northern city of India for accreditation as health promoting schools and comparative health profile assessment of selected higher accredited schools with lower accredited and non-accredited schools.DesignQuasi experimental study with pre and post assessment with comparison of higher with lower accredited schools.SettingsThe current study was conducted in 206 schools of Chandigarh City of Northern India. Comparative health profile assessment was undertaken in 8 schools with 754 children from higher accredited (platinum, gold, silver) and 8 schools with 700 children from lower accredited (bronze) and non-accredited (below bronze) schools.InterventionsMulticomponent and multilevel intervention was undertaken with self-quality improvement by schools with help of a manual of accreditation of school as health promoting schools. Key intervention included capacity building, technical visits, supportive supervision, sensitization of policymakers and key stakeholders, implementation of policy initiatives, use of social media, technical support and monitoring of activities.OutcomesAccreditation levels (bronze, silver, gold and platinum levels) as health promoting schools after pre and post intervention.ResultsOut of 206 schools, 203 participated in the baseline assessment and 204 in the endline assessment. The response rate was 99%. Two schools which refused participation were excluded and not assessed. Schools (N = 17) which participated in the 2011-2013 study were excluded from analysis. There was a statistically difference (p = 0.01) in the improvement of accreditation level of the baseline and endline assessment after intervention(p<0.05). Overall, the proportion of schools at the gold level increased from 1(0.5%) in 2016 to 71(38%). Silver level from 9(5%) to 57 (31%) of schools after intervention. The response rate in health profile assessment in higher(8) and lower(8) accredited schools was 95.9% and 92.7% respectively. The health profile of children higher accreditation level schools (N = 754) were found better in hygiene practices protective factors (peer support at school, parental or guardian supervision), handling stress and less prone to injury as compared to lower accreditation level schools (N = 700),(p<0.05).ConclusionsThe health promoting school programme was found to be feasible and effective and lead to significant improvement in accreditation level as compared to baseline assessment after continuous self-quality improvement by schools(p<0.05). The health profile of children studying in higher accredited schools was better as compared to lower accredited schools.

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Project description:BackgroundDepression is common during adolescence and is associated with adverse educational, employment, and health outcomes in later life. Digital programs are increasingly being implemented in schools to improve and protect adolescent mental health. Although digital depression prevention programs can be effective, there is limited knowledge about how contextual factors influence real-world delivery at scale in schools.ObjectiveThe purpose of this study was to examine the contextual factors that influence the implementation of the Future Proofing Program (FPP) from the perspectives of school staff. The FPP is a 2-arm hybrid type 1 effectiveness-implementation trial evaluating whether depression can be prevented at scale in schools, using an evidence-based smartphone app delivered universally to year 8 students (13-14 years of age).MethodsQualitative interviews were conducted with 23 staff from 20 schools in New South Wales, Australia, who assisted with the implementation of the FPP. The interviews were guided by our theory-driven logic model. Reflexive thematic analysis, using both deductive and inductive coding, was used to analyze responses.ResultsStaff perceived the FPP as a novel ("innovative approach") and appropriate way to address an unmet need within schools ("right place at the right time"). Active leadership and counselor involvement were critical for planning and engaging; teamwork, communication, and staff capacity were critical for execution ("ways of working within schools"). Low student engagement and staffing availability were identified as barriers for future adoption and implementation by schools ("reflecting on past experiences").ConclusionsFour superordinate themes pertaining to the program, implementation processes, and implementation barriers were identified from qualitative responses by school staff. On the basis of our findings, we proposed a select set of recommendations for future implementation of digital prevention programs delivered at scale in schools. These recommendations were designed to facilitate an organizational change and help staff to implement digital mental health programs within their schools.International registered report identifier (irrid)RR2-10.1136/bmjopen-2020-042133.

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Dataset Information

Implementing a set of health promoting processes in English secondary schools: A comparative case study.

Objective

Study design

Methods

Results

Conclusions

Publications

Implementing a set of health promoting processes in English secondary schools: A comparative case study.

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