Abstract
Health-promoting schools have been regarded as an important initiative in promoting child and adolescent health in school settings using the whole-school approach. Quantitative research has proved its effectiveness in various school-based programmes. However, few qualitative studies have been conducted to investigate the strategies used by health promoters to implement such initiatives. In this study, the researchers conducted a systematic review and narrative synthesis of the qualitative literature to identify important enablers assisting the implementation of health-promoting schools from the perspectives of health promoters. Five enablers have been identified from the review: (a) Following a framework/guideline to implement health-promoting schools; (b) Obtaining committed support and contributions from the school staff, school board management, government authorities, health agencies and other stakeholders; (c) Adopting a multidisciplinary, collaborative approach to implementing HPS; (d) Establishing professional networks and relationships; and (e) Continuing training and education in school health promotion. This highlights the importance of developing school health policies that meet local health needs, and socio-cultural characteristics that can foster mutual understanding between the health and education sectors so as to foster health promotion in children and adolescents.
Highlights
The concept of Health-Promoting Schools (HPS) evolved in the 1980s and has been regularly advocated as an effective approach to promoting health in schools [1,2]
The concept of HPS embodies a whole-school approach to community health promotion, in which a broad health education curriculum is supported by the ethos and the environment of the school [3,4,5]
On the other hand, training in the health sector requires healthcare professionals to assess biometric outcomes and the prevalence of diseases, such as body mass index and the prevalence of substance use in the school setting [11]. This fundamental difference between the health and education sectors has led to different understandings of the terms ‘‘health education’’ and ‘‘health promotion’’, which are often applied differently or interchangeably [12], as well as different theoretical bases used in conducting school-based health interventions [1]
Summary
The concept of Health-Promoting Schools (HPS) evolved in the 1980s and has been regularly advocated as an effective approach to promoting health in schools [1,2]. On the other hand, training in the health sector requires healthcare professionals to assess biometric outcomes and the prevalence of diseases, such as body mass index and the prevalence of substance use in the school setting [11]. This fundamental difference between the health and education sectors has led to different understandings of the terms ‘‘health education’’ and ‘‘health promotion’’, which are often applied differently or interchangeably [12], as well as different theoretical bases used in conducting school-based health interventions [1]
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