Health education in changing times: putting pieces of the puzzle together to better meet the learning needs of Generation Alpha

HEALTH EDUCATION IN SECONDARY SCHOOLS Florence L. Fogle CopyRight https://doi.org/10.2105/AJPH.55.1.156-b Published Online: October 03, 2011

Journal of School HealthVolume 19, Issue 9 p. 237-245 TRENDS IN HEALTH EDUCATION IN SECONDARY SCHOOLS* H. F. Kilander Ph.D., H. F. Kilander Ph.D. Assistant Specialist for HealthSearch for more papers by this author H. F. Kilander Ph.D., H. F. Kilander Ph.D. Assistant Specialist for HealthSearch for more papers by this author First published: November 1949 https://doi.org/10.1111/j.1746-1561.1949.tb00691.xCitations: 1 * Reprinted from School Life, April 1949, p. 6. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume19, Issue9November 1949Pages 237-245 RelatedInformation

This chapter is based on an investigation of teachers’ and students’ perception of sexual and reproductive health (SRH) education in secondary schools in Tanzania. The investigation aimed at: (i) exploring teachers’ and students’ views on SRH education in secondary schools; (ii) examining students’ and teachers’ opinions on the relevance of SRH education for students in secondary schools; and (iii) exploring the challenges of teaching SRH education to students in secondary schools. The study was conducted in secondary schools in the Mara and Tanga Regions in Tanzania. Purposive sampling technique was employed to obtain 84 respondents comprising teachers and students. This study adopted a case study research design and data were collected through interviews and documentary review. The findings revealed that the majority of teachers and students with disabilities perceive that SRH education is important for learning in secondary schools in Tanzania. Teachers and students with disabilities believed that teaching of SRH education is important for good health and as a control mechanism for the behavior of adolescents. Furthermore, the findings revealed that SRH education is suitable for students 13–17 years of age because of their transition period from adolescence to adulthood. In addition, it was found that cultural practices did not hinder students from learning SRH education. It is therefore concluded that SRH education was perceived as vital for health and behavior control. The study recommends that secondary schools should educate students on the importance of SRH education. Also, the government should invest in training teachers on how to teach SRH education.

Book Review| May 01 1965 Review: Health Education in Secondary Schools, by Irwin and Mayshark Health Education in Secondary SchoolsIrwinMayshark Steve A. Vencel Steve A. Vencel Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1965) 27 (5): 380. https://doi.org/10.2307/4440993 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Steve A. Vencel; Review: Health Education in Secondary Schools, by Irwin and Mayshark. The American Biology Teacher 1 May 1965; 27 (5): 380. doi: https://doi.org/10.2307/4440993 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1965 National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.

Provision of sexual health education in secondary schools: A multidisciplinary lens of stakeholders in southern highlands, Tanzania

This quantitative research study aims to understand the factors that influence the participation of secondary school students and teachers in Physical and Health Education (PHE) in public schools located in the Federal Capital Territory. The study involved a sample of 150 students and 20 PHE teachers, selected using a stratified random sampling technique to ensure diversity in the participant groups. Data collection was primarily done through a structured four-point Likert scale questionnaire, which evaluated level of participation, factors and barriers to engagement in PHE programmes. Descriptive and inferential statistical analyses were conducted to summarise and analyse the data obtained. ANOVA was used to test for significant impacts of different factors on student participation in PHE, including student-related, teacher-related, and institution-related factors. The findings of the study indicate that teacher-related and institution-related factors have a significant impact on participation in physical and health education among secondary school students, while student-related factors were not found to be determinants. The study also found that the perceived importance of physical and health education, availability of facilities, and support from teachers and peers were the key factors influencing students’ participation in the subject. Based on these findings, the study recommends enhancing the importance of PHE in the curriculum, improving facilities and resources for physical and health education, and fostering greater collaboration between teachers and students to promote participation. Implementing these recommendations could potentially enhance student engagement and overall participation in physical and health education in secondary schools.

The purpose of the article. The presented research aims to analyze the impact of health education on students' attitudes towards taking care of their health, the health of other people and the ability to create a healthy environment. The paper assumes that health education is provided in schools by the applicable law. The work presents an up-to-date perspective on the complex problem of how young people perceive health. Methodology. To verify the significance of the differences in the respondents' assessments, statistical methods (non-parametric tests) were used: the U-Mann-Whitney test and the Spearman rank correlation coefficient. The calculations were made using Statistica. The research sample included young people from upper secondary and general education schools. The author's questionnaire was used. The study was anonymous. Respondents completed the questionnaire voluntarily. The research was conducted between March and September 2023. Results of the research. The conducted empirical analyses and the results of the surveys allowed us to achieve the goal assumed in the introduction and confirmed that health education in secondary schools influences the shaping of students' attitudes towards taking care of their health and the health of the community in which they live. By implementing health education at school – according to the core curriculum – students' awareness and motivation to undertake activities to improve and maintain good health is increased. Additionally, practical skills are developed to help them use the acquired knowledge in everyday life, and pro-health attitudes are formed. Health promotion is, therefore, the key to improving the health of school children, preparing them for a healthy lifestyle and making informed choices about their health and the community in which they live.

This paper is a report of a study to explore nurses' perceptions of health promotion and health education practice in a Chinese provincial hospital. Health promotion and health education practices are based on universal constructs. Therefore, such practices should share common principles. To date, most nursing-related studies have been conducted in Europe or in North America. A Husserlian phenomenological approach was adopted. Interviews were conducted in 2006 with a sample of eight nursing students and eight senior nurses. The interviews were audio-recorded and transcribed from Mandarin to English. Data analysis adhered to the framework developed by Giorgi. Reported health education and health promotion-related practices showed results similar to those reported in Europe and North America. Hospital-based nurses were often aware of what health promotion is, but did not have the scope or opportunity to implement it in practice. Instead, they were likely to conduct more limited forms of health education. Actual understanding of health promotion and health education constructs was high with most participants, underpinned by active clinical-based educational support. Some participants were able to conduct broader health promotion activities on a voluntary basis in their own communities. Health education and health promotion are universal health-related constructs. Thus, there is an expectation that all nurses will implement these in a similar fashion. Where possible, hospital-based nurses should strive to improve their health education practices and further embrace wider perspectives of health promotion practice.

NURSES’ knowledge, skills and personal attributes for providing competent health education practice, and its influencing factors: A cross-sectional study

Promiscuity and lack of use of reliable contraceptive methods increase the probability of sexually transmitted diseases and the risk of unwanted pregnancies, which are quite common among university students. The aim of the study was to assess the knowledge of university students about reliable contraceptive methods and sexually transmitted diseases, and to assess the effectiveness of the sexual health education in secondary schools, with specific focus on the education held by peers. An anonymous, self-administered questionnaire survey was carried out in a randomized sample of students at the University of Szeged (n = 472, 298 women and 174 men, average age 21 years) between 2009 and 2011. 62.1% of the respondents declared that reproductive health education lessons in high schools held by peers were reliable and authentic source of information, 12.3% considered as a less reliable source, and 25.6% defined the school health education as irrelevant source. Among those, who considered the health education held by peers as a reliable source, there were significantly more females (69.3% vs. 46.6%, p = 0.001), significantly fewer lived in cities (83.6% vs. 94.8%, p = 0.025), and significantly more responders knew that Candida infection can be transmitted through sexual intercourse (79.5% versus 63.9%, p = 0.02) as compared to those who did not consider health education held by peers as a reliable source. The majority of respondents obtained knowledge about sexual issues from the mass media. Young people who considered health educating programs reliable were significantly better informed about Candida disease.

Health education in Spanish schools is still considered as a controversial subject, which Educational laws and programs have always faced ambiguously. This report presents adolescents’ opinion about health education in their schools. In particular, which curricular and extracurricular aspects are being developed, and which strengths and problems related to health education they identify in their educational centers. Based on the situational analysis, we make a quick diagnosis of the state in which health education stands, in order to find a starting point for the improvement. We conducted 15 depth interviews with Romanian and Spanish students in 3 teaching centers of the South of Spain. The qualitative analysis of data was carried out using Atlas Ti, version 7. The results show that participants do not consider schools as the main source of health learning, while family, peers and technologies are seen as more significant agents. In secondary schools, most of the information related to health is received through outside educational programs, and it is seen as ineffective because they are partial, merely informative and not continuous over time. The main health problems in secondary schools identified were stress and bullying, and we may consider as relevant the existence of discrimination based on origin or precedence. Furthermore, participants provide an essentialized, stereotyped and inferior vision of health in other foreign continents (Africa) and religions (Islam). Adolescents portrays a School far from health, with a traditional health education model and a biomedical conception of health. This scenario suggest a need to bring back the Perugia School approach based on developing dialectical, praxiological and transcultural methodologies and where students could get involved and participate in their own health learning.

This review examines evidence-based practice (EBP) in health education and promotion with a focus on how academically trained health educators develop EBP skills and how health education and promotion practitioners access the literature to inform their activities. Competencies and credentialing in health education related to evidence-based practice are outlined and sources for evidence-based practice literature in health education and promotion are described. An exploratory questionnaire to consider teaching and resources in evidence-based practice was distributed to faculty and librarians from the top 10 ranked health education doctoral programs. Findings highlighted the integral value of EBP instruction to the curriculum. Growth opportunities in evidence-based health education and health promotion for instructors, practitioners, and librarians include promotion and expansion of online evidence-based public health resources to close the evidence-practice gap.

PurposeIn Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.Design/methodology/approachUsing in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.FindingsThe authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.Practical implicationsThis research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.Originality/valueThe shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

Background and Aim: The actual situation of cultivating the health education ability of students majoring in physical education has not achieved the implementation effect that was in line with policy requirements, and there were no courses related to health care, infectious disease prevention, and treatment specifically designed for the health education system. Therefore, this research aimed to develop management strategies to enhance health education knowledge and practice of student teachers majoring in the physical education program. Materials and Methods: This research was a mixed-methods study, which combined quantitative and qualitative research. The researcher conducted a survey of 296 fourth-year students in 13 universities within Yunnan Province, interviewed 9 primary and secondary physical education teachers, 9 university instructors, and 9 university leaders. The validity of the questionnaire and interview form was validated by five experts. The IOC of the student questionnaire was 0.95 (0.60-1.00). The IOC of the interviewing form for teachers was 0.96 (0.80-1.00), the IOC of the interviewing form for university instructors was 0.96 (0.80-1.00), and the IOC of the interviewing form for university leaders was 0.96 (0.80-1.00). The information obtained from the questionnaires and interviews was used to develop management strategies to improve health education knowledge and practice among physical education students under the scope of management function (POLC). The content of the management strategy was distributed to 19 experts for consensus by the Delphi method for two rounds. The management strategy was adjusted by the researcher and confirmed by the focus group discussion. The questionnaire data were analyzed by mean and standard deviation. Consensus data by the Delphi method were analyzed by median and interquartile range, with the criterion set at a median of ≥ 3.50 and an interquartile range of ≤ 1.50. Results: Fourth-grade students had poor practical abilities in health education, and they had a greater need for improvement in skills and operations. To solve these problems, management strategies were developed with hierarchical concepts, which include four first-level elements, namely, policies, curriculum, extracurricular activities, and competency certification, 13 second-level elements, and 56 third-level elements. Conclusion: The management strategies to enhance health education knowledge and practice of student teachers majoring in the physical education program should focus on four sets of strategies, 13 subsets, and 56 indicators. These management strategies were confirmed and accepted by experts to be appropriate, practical, and feasible strategies to enhance health education knowledge and practice of student teachers majoring in the physical education program.

Purpose – The purpose of this paper is to examine Finnish ninth grade pupils’ (15-16 years) perspectives on hot school lunches and consider the potential of these perspectives as a resource for food and health education. Design/methodology/approach – Data include observations, essays, and visually elicitated focus group discussions from a larger qualitative case study. Data were collected during the term 2012-2013. Findings – Pupils considered the lunch break as their free time and valued discussions with friends. The taste of school food was important for them. Pupils solved contradicting expectations connected to school lunches through constructing social hierarchies, making compromises, and conforming to peers’ or general opinions. Desire for social belonging and independence were important justifications for breaking food-related rules. Research limitations/implications – Due to the focus on one school, further research needs to address contextual variation in different schools and age groups, as well as the viewpoint of teachers. Practical implications – To genuinely engage pupils, potential contradictions between adults’ and adolescents’ perspectives need attention. Understanding food-related social determinants and justifications for food practices from pupils’ perspective are valuable pedagogical assets for teachers. Pupils’ speech and activities that counteract formal aims can be seen also as possibilities for dialogue, rather than merely problems to be changed by adults. Originality/value – The paper describes how pupils’ perspectives to school lunch practices are in tension with the educational aims of school lunches, thus contributing to developing adolescent-centered food and health education in secondary schools.