Health Education In Secondary Schools Research Articles

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

IntroductionSchool-based sexual health education reduces risky sexual outcomes for in-school adolescents such as unintended premarital pregnancies, unsafe abortions, increased risk of contracting sexually transmitted infections (STIs) including HIV and AIDS, early parenthood, a massive dropout from schools and untimely deaths. Despite the teaching of sexual health education in secondary schools, adolescents in Iringa Region are being exposed to increasing risks of sexual behaviours such as premarital sex, multiple sexual partners, and unprotected sex. This study examines stakeholders’ attitudes and beliefs toward providing sexual health education in secondary schools in Iringa Region, Tanzania. MethodsA qualitative approach under cross-sectional design was used. A purposive sampling technique was applied in selecting the Districts and participants for the study while simple random was used in the selection of schools. The participants were purposively selected depending on their position and knowledge of the subject matter. This study had 50 participants in total, 36 of them were teachers (6 from each school) who participated in focus group discussions (FGDs). After that, in-depth interviews with 14 participants were also conducted including 6 headmasters/mistresses, 6 healthcare professionals and 2 District secondary education officers. All FGDs and in-depth interviews used standardized questions to elicit information. The collected data were audio-recorded through tape recorders, transcribed, and translated into English. An initial coding matrix was developed and refined throughout the coding process. Transcripts were coded and analyzed using the content analysis approach. ResultsFindings from this study revealed all stakeholders having positive attitudes toward the provision of sexual health education in secondary schools. Results also revealed participants in favour of adolescents being taught several topics except for homosexuality. Findings on the appropriate age to start learning sexual health education revealed participants having trouble in fixing the right age, however, they said, at least 5 through 10 years before a child initiates sexual activity. ConclusionThe study concludes that stakeholders in the study areas have a positive attitude towards the provision of sexual health education in secondary schools and want students to be taught a wide range of topics before they initiate sexual activity. It is recommended that age-appropriate comprehensive sexuality education be given to teenagers to provide them with the knowledge they need to make informed decisions about their sexuality. This requires concerted efforts from the school, government and community involvement in the provision of sexual health education to in-school adolescents.

Applying ADDIE Model to Develop Multimedia Lessons for Adolescent Reproductive Health Education in Uganda

This study aimed to develop and evaluate a multimedia application intervention for adolescent sexual reproductive health education in secondary schools in Uganda. The lack of access to quality reproductive health education and services, exacerbated by the recent COVID-19 pandemic, contributes to unplanned pregnancies, health complications, and sexual and gender-based violence (SGBV) among adolescents in Uganda. Researchers and teachers collaborated to create multimedia lessons covering topics such as sexual reproductive health and rights (SRHR) and SGBV for adolescents in participating schools. The educational content and format were co-designed to better incorporate the local context and address priority issues by involving end users of the software (adolescents and their teachers) as content contributors during the development phase. The innovative multimedia application was developed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A student manual was also created as a teaching tool, providing educators with lesson introductions and guiding questions for post-lesson group discussions. The manual includes a simplified print version of the educational content, ensuring that students and teachers in schools without ICT resources can benefit from the intervention. Questionnaires were developed and administered to 14 Results indicate that all 14 trained teachers demonstrated improved knowledge about the use of multimedia applications to deliver adolescent-friendly sexual reproductive health (SRH) education. Additionally, all 14 teachers self-reported that the multimedia application is a feasible and acceptable method to deliver adolescent-friendly SRH education.

Assessment of Factors Influencing Students’ Participation in Physical and Health Education in Secondary Schools in The Federal Capital Territory

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.

Mental Health Education in Secondary Schools in Uganda. Strategies to use and Way Forward.

Mental Health Education in Secondary Schools in Uganda. Strategies to use and Way Forward.

Health Promotion in Schools - A Key to Improving Young People's Health

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.

Blueprints to Accelerate the Student's Academic Motivation and Engagement in Health Education

This study investigated ways to boost students' academic interest and involvement in health education. The study was designed using survey methods. Two research questions and hypotheses were explored to achieve the research goal. The study's population included thirty (30) government secondary school health education teachers and sixteen (16) private secondary school health education teachers in Anambra State's Ogidi Education Zone, with no sampling due to the study's manageable size. Data was collected using a standardized 20-item questionnaire that two experts thoroughly verified. Mean scores and standard deviation were used for the research questions, and a t-test was used for the hypotheses. The study's main findings revealed that students' perceived academic motivation and participation in health education are unaffected by the type of school they attend (public or private). According to the research, there is no substantial difference in the types of schools that students attend (public and private). According to the findings, teachers should establish an active learning environment that increases students' perceived autonomy by giving them choices and chances for self-directed learning, which may improve their motivation and engagement.

School-based interventions to improve health literacy of senior high school students: a scoping review protocol.

The objective of this review is to map the details of school-based interventions used to improve health literacy of senior high school students. The global prevalence of poor adult health literacy is caused, in part, by limited health education in secondary schools. Enhancing adolescent health literacy could potentially improve adult health literacy, health behavior, and health outcomes. Studies investigating school-based interventions to improve health literacy of senior high school students, regardless of design, characteristics, and assessment tools, will be eligible for inclusion. Studies that provide combined data (senior high school students mixed with other students) or have a compulsory component outside of school will be excluded. MEDLINE, Embase, ProQuest Education Journals, Education Research Complete, SAGE Journals, and Index New Zealand will be searched for journal articles published in English since 1998. Two independent reviewers will screen titles and abstracts for eligibility, retrieve potentially relevant papers in full, and extract data from included studies. A third reviewer will resolve any disagreements. Quantitative analysis (eg, frequency analysis) will indicate geographic region of studies, design and targeted population (school grade of study participants); the mode of delivery (extracurricular or during school hours, implemented by teachers or other professionals), duration, and health literacy model anddomainoftheinterventions. Descriptive qualitative content analysis will be used to summarize, code and classify key characteristics of the interventions (eg, teaching models and strategies, content, and related skills) and main outcomes related to health literacy into meaningful categories.

Blueprints to Accelerate the Student’s Academic Motivation and Engagement in Health Education

This study looked into ways to boost students’ academic interest and involvement in health education. It was designed using survey methods. Two research questions and two hypotheses were explored to achieve the research goal. The study’s population included thirty (30) government secondary school health education teachers and sixteen (16) private secondary school health education teachers in Anambra State’s Ogidi Education Zone, with no sampling done due to the study’s manageable size. Data were collected using a standardized 20-item questionnaire that was thoroughly verified by two experts. For the research questions, mean scores and standard deviation were used, and for the hypotheses, a t-test was used. The study’s main findings revealed that students’ perceivedacademicmotivationandparticipationinhealtheducationareunaffectedbythetypeofschooltheyattend (public or private). According to the research, there is no substantial difference in the types of schools that students attend(publicandprivate).Accordingtothefindings,teachersshouldestablishanactivelearningenvironmentthat increases students’ perceived autonomy by giving them choices and chances for self-directed learning, which may improve their motivation and engagement.

Contraceptive literacy among school-going adolescents in Botswana.

AimTo examine adolescent contraceptive literacy and condom knowledge in Botswana.BackgroundIn Botswana, adolescent HIV infection rates remain high and unintended pregnancies are the predominant reason girls drop out of school. Despite a national mandate for comprehensive sexuality education and youth‐friendly health services, access to accurate sexual and reproductive health information for adolescents remains limited.MethodsTwo hundred forty adolescents attending secondary schools in Maun, Botswana, completed cross‐sectional surveys in 2020. Bivariate and logistic regression examined factors associated with contraceptive literacy and self‐reported condom knowledge.FindingsAlthough 90% of students were aware of one or more forms of contraception, only 67% could name a method for which they knew a source and only half of sexually active respondents had used birth control during their last sexual experience. Respondents reported that teachers and family members were the most important sources of information; only 8.2% of respondents identified health professionals in that role. Adolescents who consulted nurses had eight times greater odds of reporting correct condom‐use knowledge than those who consulted teachers.Implications for Nursing PolicyThe positive association between adolescents’ condom‐use knowledge and nurses as information resources supports a call to expand nurses’ role in health education in secondary schools and clinics in Botswana. Education and training programs for health professionals that build communication skills for working with adolescents should be promoted as an essential step in youth‐friendly service provision.ConclusionContraceptive literacy among adolescents in Botswana is low and may contribute to risk behaviors that drive rates of HIV and pregnancies in this population. Interventions to reduce adolescent HIV risk behaviors and unintended pregnancy may prove more effective if they involve nurses as communicators and educators.

Dialogic spaces in divergent and convergent collaborative learning tasks

PurposeThe purpose of this study is to examine how dialogic spaces were co-constituted (opened, broadened and deepened) between students engaged in divergent and convergent collaborative learning tasks, orchestrated by teachers in Finnish primary and secondary schools. The concept of dialogic space refers to a dynamic, shared resource of ideas in dialogue and has come to represent an ideal form of educational interaction, in the contexts of collaborative learning, joint creative work and shared knowledge-building.Design/methodology/approachA socio-cultural discourse analysis of video-observed classroom dialogue, entailing the development of a new analytic typology, was undertaken to explore the co-constitution of dialogic space. The data are derived from two qualitative studies, one examining dialogue to co-create fictive video stories in primary-school classrooms (divergent task), the other investigating collaborative knowledge building in secondary-school health education (convergent task).FindingsDialogic spaces were opened through group settings and by the students’ selection of topics. In the divergent task, the broadening of dialogic space derived from the heterogeneous group settings, whereas in the convergent task, from the multiple and various information sources involved. As regards the deepening of dialogic space, explicit reflective talk remained scarce; instead the norms deriving from the school-context tasks and requirements guided the group dialogue.Originality/valueThis study lays the groundwork for subsequent research regarding the orchestration of dialogic space in divergent and convergent tasks by offering a typology to operationalise dialogic space for further, more systematic, comparisons and aiding the understandings of the processes implicated in intercreating and interthinking. This in turn is of significance for the development of dialogic pedagogies.

Putting assemblage to work to explore pedagogical practices in health education in Aotearoa New Zealand

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.

The state of children’s and youth’s health as a source of construction of the content of health education in secondary schools in Poland

The article, based on the analysis of official statistical materials and publications of scientists of the Republic of Poland, presents the tendencies of changes in the state of health of children, adolescents and youth in the country. A number of «measures» are used to summarize the approach to assessing the health of children, adolescents and young people. Some information on indicators of physical development and sensory-motor fitness is presented, it is revealed that a characteristic feature of development of modern children and youth is acceleration, which instead is not accompanied by acceleration of psychical (mental) and social maturation. It is noted that the negative trends today are a permanent decrease in the population of 6‒19-year-olds, flexibility, endurance and strength, an increase in their Body Mass Index, which is largely associated with a decrease in physical activity of children, adolescents and youth. It is determined that the health problems that “count” in statistical studies on the health of children, adolescents and young people are available trauma, caries, impaired vision, hearing and movement, musculoskeletal disorders systems. It has been found that various psychosocial disorders have become a constant “measure” of the health of children, adolescents and young people. It was found that statistical studies on the health of children, adolescents and young people show separate data on chronic diseases, among which a special place is given to obesity among the “young” population, and infectious diseases, including AIDS, which tends to increase. A number of so-called “subjective” health indicators (those voiced by young people or their parents/guardians) and indicators of favorable or risky health and life behaviors were analyzed. It is concluded that the best ways to solve the problem of health of children, adolescents and youth, Polish scientists determine the provision of effective preventive care, appropriate implementation of health education, taking into account modern standards of health promotion and improving the quality of educational and preventive programs in secondary school, their coverage of the entire population of school-age persons and, indirectly, their parents. It is noted that data on the current state of health of children, adolescents and youth and trends in its changes are an important basis for constructing the content and technology of health-preserving educational influences in educational institutions.

Cognitive authorities in health education classrooms: A nexus analysis on group-based learning tasks

Socio-technical changes have transformed information practices and challenged conceptions of cognitive authorities, referring to information sources that are deemed credible and legitimate and influence people's thinking. Cognitive authorities in group-based knowledge-construction projects in health education lessons were explored in this study. Nexus analysis was used to analyze participant interviews and video-observed social actions in three secondary school health-education classrooms (Grades 8–9) in Finland. The findings show how group-based projects employing multiple information sources offer opportunities for the distribution and co-construction of cognitive authorities. However, explicit negotiations on the authority of sources were rare. Cognitive authorities appeared as contextual and situational but also guided by broader discourses circulating in the scene of action. By embedding information literacy instruction throughout the curriculum, information professionals and teachers can support young learners to recognize relevant authorities in different spheres of knowledge and to become competent users of health information.

Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Rumination, realignment and reflection: Who is really teaching health education in secondary schools?

Adolescents’ school lunch practices as an educational resource

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.

Knowledge of university students in Szeged, Hungary about reliable contraceptive methods and sexually transmitted diseases

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.

Adolescents Perceptions of Health Education in Secondary Schools: The Need for a Dialectical, Practical and Transcultural Proposal

Abstract 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.

Bringing X, Y, Z Generations Together to Facilitate School-Based Sexual and Reproductive Health Education.

This generic qualitative study explores the perspective of Malaysian teachers regarding the constraints of the current school-based sexual and reproductive health education in secondary schools of Klang-Valley Malaysia. For this study, in-depth interviews were conducted with twenty eight science teachers of government schools. The majority of participants named the teaching strategy and capacity of teachers, the lack of co-operation from the school and parents, limited resources in teaching and students themselves as some of the challenges. We concluded that if sexual health education is to be effective, it needs to be provided by people who have some specialized training. The teachers should be trained to teach sexual reproductive health education classes at the basic level, and in-service training for teachers already in the field should be intensified. Local adaptation to culture, language, religion, and so forth is often necessary.

The Importance of First Person Accounts in Education: Teacher and Student Perspectives

We come together as an educator (L.M.R.) and undergraduate university student (S.J.H.) to emphasize the importance of first person accounts of mental illness in education and research. Undergraduate and graduate students often lack knowledge about severe mental illness partly because education concerning severe mental illnesses is not a compulsory component of primary or secondary school health education curriculums, and media portrayal of severe mental illness is often inaccurate and biased to serve a dramatic purpose. Many students acquire advanced degrees in fields directly related to brain-behavior disorders with little firsthand experience of those afflicted. Coursework in psychology and neuroscience frequently presents theories and models of mental illness without the personal dimension. A major challenge is to provide the student with insight into how severe mental illness is experienced by the person. An appreciation of the effects of illness on a person may humanize the condition, foster empathy and compassion, reduce stigma, and provide hope. Direct discussions with people who experience severe mental illness are ideal but often not feasible for the classroom and lecture hall environments. First person accounts are a shortcut to the direct experience and an important tool that helps address this challenge. First person accounts help take severe mental illness out of the theoretical domain and place it in the context of those affected. First person accounts are useful beyond the description of symptoms listed in textbooks and vividly illustrate how someone’s life has been changed. This requires some degree of imagination, but first person accounts can diminish the burden by providing a direct, factual example of what someone with severe mental illness experiences. One striking example for me (S.J.H.) came from a 31-year-old graduate student with onset of delusions that rapidly progressed to full blown psychosis. She describes her condition as “a disease of information.”1 She recalled how, “without warning my life became suffused with meaning like light.” She would interpret many random patterns or situations as secret messages directed at her; a movie poster or the way a leaf fell acted as a “courier of meaning.”1 The author recalls being disoriented and frightened during this confusing time, which is clearly presented by her detailed, intense descriptions. I (S.J.H.) gained a better appreciation for what it is like to experience delusional thought from this first person account. This story struck me (S.J.H.) as poignant and meaningful. First person accounts are especially important so that one can empathize with and gain a better understanding of the experiences of those with severe mental illness. Another remarkable account illustrated to me (S.J.H.) how schizophrenia impacted a promising life. A young man was in the midst of his graduate work when he experienced his first psychotic episode. His relationships slowly deteriorated. He lost his girlfriend, his immediate family, and friends and he became homeless for 10 years.2 This first person account provides an important example of a person with severe mental illness who became marginal in society, a concept often underappreciated by students with limited mental health education. But, this first person account also touches on improvement (eg, “my life has been improving a little each year”) and fosters hope, which is also important discussion point for students. Other lessons that I (S.J.H.) have gleaned from first person accounts relate to the uninformed impressions that I had developed about someone with schizophrenia. The heterogeneity of severe mental illness is dramatic and eye opening, characterized by accounts that differ substantially in symptomatology and personal narrative. Similarly, the functional outcomes associated with different lives also differed greatly. Some achieve an effective and successful lifestyle, while others struggle daily for years after their first psychotic episodes. The first person accounts reveal stories ranging from constant struggle to hope and recovery. Another striking contrast between different accounts is how the authors view their illness. Some despise it and others are comforted by it. First person accounts have important limitations. Some argue that they reduce people to “curiosities” and others argue that they only represent a minority of persons with severe mental illness. It is important to note that the individuals with severe disorganization and/or very low motivation are not likely to prepare first person account for publication. Educators need to enforce the appreciation that these accounts are individual, unique, and subjective; they do not generalize precisely to others with severe mental illness. The diversity in accounts represents the heterogeneity of severe mental illness, which is a key point in mental health education. Schizophrenia Bulletin’s first person accounts are an accessible (free online at http://schizophreniabulletin.oxfordjournals.org/ after 1 year in press) and widely available educational resource to students, clinical and nonclinical researchers, family members trying to better understand a relative with severe mental illness, and the general public. First person accounts continue to be vital in our own ongoing education as student (S.J.H.) and educator/researcher (L.M.R.).

How to avoid ‘dad dancing’: a peer-led approach to the delivery of health education in secondary schools

How to avoid ‘dad dancing’: a peer-led approach to the delivery of health education in secondary schools