Abstract
to describe the structure used in the School Health Program and analyze the association between its material resources and the actions carried out. cross-sectional, quantitative, analytical, and normative study. A normative instrument of the program was applied to collect data from May to July 2017 with 105 Family Health Strategy professionals. Data were organized and analyzed using descriptive and inferential statistics on IBM SPSS Statistics 22.0 software. financial resources were made available with low periodicity; the most used human resources were dentists; the most frequent infrastructure resource was the school; the most frequently used materials were those related to administrative support (legal-size paper and pen) and clinical resources (fluoride, toothbrush, and toothpaste). An association was identified between resources and anthropometric assessment activities and vaccination status. the program structure showed reduced financial resources and priority participation of human resources from the health sector, and the actions were carried out by using the school infrastructure and administrative and clinical materials.
Highlights
METHODSHealth interventions oriented toward educational spaces are important strategies to promote health and can considerably affect the quality of life and well-being of the school community[1]
The resources used by the professionals were identified, and were analyzed in a subsequent step according to the list of activities in Components I and II of the School Health Program[7]
The findings of the present study showed availability of financial resources, prevalence of human resources from the health sector, prevailing use of schools as infrastructure resources, and more frequent use of material resources that support administrative tasks or clinical and psychosocial assessment activities
Summary
Health interventions oriented toward educational spaces are important strategies to promote health and can considerably affect the quality of life and well-being of the school community[1] The origin of these proposals is deep-seated in the influence of the Health Promoting Schools movement, created by the World Health Organization in the 1990s. It proposed a change in the system, with the integration of the health and education sectors, the establishment of adequate settings, and the effective participation of the school community[2,3] The execution of these intersectoral actions has proved important when it is considered that children enrollment rate in primary and high schools worldwide has increased in the past few years, reaching values over 90% and 80%, respectively[4,5]. The program’s normative instruction proposes that it be implemented by carrying out activities organized into three components: Component I, referring to clinical and psychosocial actions; Component II, referring to actions designed to promote and prevent diseases and health problems; and Component III, referring to actions to train professionals so they can carry out the activities listed in Components I and II[7]
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