Health Education In Primary Schools Research Articles

Sexual Health Education in Primary Schools in Benin: Acquired Tools on Some Components of Teachers in the Municipalities of Malanville and Abomey Calavi

The Government of Benin has chosen to strengthen sexual and reproductive health rights by integrating sexual health education into the curricula, starting at the maternal level. To this end, a capacity-building campaign for teachers has been initiated. The aim of this study is to assess the theoretical framework of knowledge for the promotion of sexual health among primary school teachers in Malanville and Abomey-Calavi, Benin. This is a descriptive cross-sectional study with analytical aims that consisted of a prospective collection of data from February 21 to 24, 2022 in Malanville on 270 teachers in the municipality of Malanville and from August 05 to 8, 2021 in Abomey-Calavi on 275 teachers in the municipality of Abomey-Calavi. Individual interviews were conducted with teachers on the basis of questionnaires on knowledge of the human body, psychology and sexual health rights and obligations. Analysis of the data reveals that in Abomey-Calavi, 71. 34% of teachers in pre-test have a mastery of knowledge of the human body compared to 76. 57% in post-test. 53. 41% in pre-test have a master’s degree in psychology compared to 85. 51% in post-test. 67. 14% in pre-test have a mastery of the right and obligation component against 71. 97% in post-test. In Malanville, on average 51. 82% of teachers have a good knowledge of children’s rights and obligations in sexual health at the end of the training. A system of monitoring and evaluation and cyclical reinforcement of trained teachers is needed to ensure lasting impacts.

Utilizing Group Sandplay Therapy for Mental Health Education in Primary Schools Through Experiential Activities

Objective: Let primary school students experience group sandplay, explain the knowledge of mental health education through group sandplay, which is an entertaining way of teaching, and acquire knowledge about happiness, helping primary school students to establish and guide healthy psychology. Method: Using the case study on the group sandplay practical operation activities were carried out in the No. 1 Primary School of Dong Fang City, and the hot psychological problems of primary school students today were the theme activities. Students were allowed to express themselves through sandplay for mental health education. Qualitative methods to explain the students' feelings for the group sandplay activities. Result: The survey results showed high satisfaction, and the format was attractive to students and suited to their age. The sandplay can help them express themselves better, and the concrete nature of the sandplay can boost primary school students' understanding. Conclusion: Group sandplay therapy can positively support primary school students' mental health education and can be popularized.

Parental attitudes to school- and home-based relationships, sex and health education: evidence from a cross-sectional study in England and Wales

ABSTRACT Subsequent to the introduction of compulsory relationships and health education in primary schools and relationships and sex education and health education (RSHE) in secondary schools in England from 2020, this paper examines the attitudes of parents towards school- and home-based RSHE. Using data from a survey of parents (n = 849) of children at 37 independent schools in England and Wales, we analysed parental attitudes towards school-parent communication about RSHE, the teaching of RSHE in school, and their own communication with their children about relationships and sex at home, exploring perceived barriers and use of resources. We found significant parental support for school-based RSHE, alongside some concerns, as well as uncertainty and embarrassment as barriers to parent-child communication about relationships and sex at home, indicating the need for schools to strengthen school-parent partnership in this area, and to encourage parents to talk to their children at home in tandem with what is being taught in school.

Health Education in Primary Schools: A Difficult Task

This study was conducted in a medium-sized French city, in a neighbourhood falling into poverty, with children aged from 9 to 10 years old. Its aim is to build an adapted strategy to improve children’s healthy habits. Our study was based on a mixed methods interdisciplinary approach using interviews, questionnaires, sleep diaries and accelerometers. The unemployment rate of the target population is above 40%, and the families have four children on average. The children of the sample (N=29) practice less physical activity than recommended by the institutions in charge of health matters. The parents correctly manage the sleep cycles of their children, and stand firm when they have to go to school the next day. When the next day is a non-school day, children play more video games in the evening, both on their own and with their families. Healthy habits can be improved through cooperation with the various members of the educational community (parents, teachers and structures in charge of the children). Since it is difficult to manage health education solely during PE classes, this process must be continued both inside and outside school by the community, even more so the family.

Discussion on the Moral Function of Mental Health Education in Primary Schools

Discussion on the Moral Function of Mental Health Education in Primary Schools

Barriers to sexual and reproductive education among in-school adolescents in Zomba and Mangochi districts, Malawi

ABSTRACT Teenage pregnancy and child marriage continue to rise in Malawi despite the introduction of compulsory Life Skills education in primary schools in 2002. A qualitative approach, employing focus group discussions with participants was used to explore the barriers faced by teachers in delivering sexual and reproductive health education in primary schools in southern districts of Malawi. Pupils, teachers and parents from a total of 10 primary schools, seven in Mangochi and three in Zomba, were invited to participate in focus group discussions on barriers to sexual and reproductive health education. The teaching experience of teachers ranged from one to six years. Pupils were aged between 10 to 19 years while parents had to have a child learning sexual and reproductive health at school to participate. Thematic analysis revealed several barriers to delivering sexual and reproductive health education: over-emphasis on abstinence, an unconducive learning environment, existence of sexual practices linked to becoming of age rites, peer pressure, lack of sexual and reproductive health reinforcement by parents, and inadequate training for teachers. Policymakers and curriculum developers/implementers should create an approach which is inclusive of all stakeholders and able to provide young people with comprehensive sexuality education that is rights based and effective.

Oral Health Practices And Status Of 12-Year-Old Pupils In The Western Region Of Cameroon

Dental caries, though common, presents with considerable variation in occurrence between countries, regions within countries, areas within regions, and among social and ethnic groups. The aim of this study was to describe the oral health status and practices of primary school children in the western region of Cameroon.
 This was a comparative descriptive cross sectional study took place in April to October 2018 in primary schools located in three localities (Urban, semi urban and rural) of the West region of Cameroon using a multistage random (cluster) sampling technique.
 There were a predominance of female pupils 265(54.9 %) than males 218 (45.1 %) and 411 (85.1 %) of the pupils had toothbrushes with the majority from urban areas 142 (94.7%). The frequency of brushing was higher in urban than the semi-urban and rural areas and 212 (50.5) of them brushed teeth once a day and nearly half 184 (43.8) twice daily. More than half 238 (56.7) of the children brush before breakfast wake up less than half brush 176 (42%) brush after supper. Two third 280(66.8%) of the children brush their teeth with toothbrush and without toothpaste 54(39.4%) was higher in rural areas. Wood ash 7 (5.1%), soap 4(2.9%) and chewing sticks 3(2, 2%) were most frequently used for brushing in rural areas. The majority 395 (82 %) of the children had plaque, 73(15.1 %) presented with dental mal positions, 341 (70.6 %) with bleeding gums and 223 (46.2 %) had calculus which was predominant in lower incisors. The prevalence of dental caries in the entire population was 28.1%.The majority of pupils 346 (71.6 %) were caries free and 01 (0.2 %) had a missing tooth due to decay. None of the children presented with filled teeth. The mean DMFT was higher in the rural (0.39) as compared to the semi urban (0.18) and the urban (0.09) respectively. The mean DMFT index of the entire population was 0.28 while 135(27.9%) of the pupils presented with enamel caries which was predominant in the first permanent molar, 19 (47.2%) presented with deep caries mostly in the second deciduous molars and 8 (22.5%) presented with enamel caries on the second deciduous molars. Dental trauma 12 (2.5%) was mostly found in the upper central incisors. More than a third 61(36.1%) of the pupils who presented with gingivitis were from rural areas,43(25,4%) from semi urban, and 40(26.7%) from urban areas. Almost all the children who lived in semi-urban 157(92.9%) and in urban areas 150 (78.7%) consumed cariogenic diets. A third of the children who ate in-between meals lived in urban areas149 (34.2%) while 123 (72.8%) of the children in semi-urban areas were conscious of their oral hygiene, and 61 (37.2%) of the children’s food are controlled by the parents. Only 37 (7.7 %) of the children have done have ever been to a dentist.
 The prevalence of dental caries, periodontal diseases and other orofacial lesions in the western region of Cameroon was low. Dental caries was found to be higher in rural and urban areas.
 Collaboration between the ministries of health and basic education is necessary as a measure to institute oral health education in primary schools. This will go a long way to reduce inequalities in oral health by improving in the oral practices.

The Research of Psychological Health Education of the Primary Schools

This study studies the current situation of mental health education in 43 primary schools in Huaihua City. The results show that the mental health education in Huaihua primary schools has been greatly developed in recent years, but there are still some problems: the teachers of mental health education are weak; some schools do not pay enough attention to mental health education; the funds for mental health education are insufficient, and the development is unbalanced; and the course of mental health education is not enough. There are limited problems in the development of psychological counseling and mental health education activities. In order to further improve the level of mental health education in primary schools in Huaihua City, it is necessary to establish a correct concept of mental health education; to strengthen the construction of teachers to improve the level of mental health education; to strengthen the main position of mental health classroom and enrich the forms of mental health education.

An Insight Into the Involvement of Mothers of Low Socioeconomic Status in Scottish Primary School Health Education Activities

School-based health activities that involve parents are more likely to be effective for child health and well-being than activities without a parent component. However, such school-based interventions tend to recruit the most motivated parents, and limited evidence exists surrounding the involvement of hard-to-reach parents with low socioeconomic status (SES). Mothers remain responsible for the majority of family care; therefore, this study investigated mothers with low SES to establish the reasons and barriers to their involvement in school-based health activities and to propose strategies to increase their involvement in those activities. Interviews were conducted with mothers with low SES, who were typically not involved in school-based health activities (n = 16). An inductive-deductive approach to hierarchical analysis revealed that there are several barriers resulting in mothers being less involved, particularly due to issues surrounding the schools' Parent Councils and the exclusivity of school-based events. Efforts made by the school to promote health activities and involve parents in such activities were revealed, alongside recommendations to improve on these practices. The findings offer multiple ways in which future school-based health interventions can recruit and involve mothers with low SES.

Perception of Primary School Teachers on Pupils' Eye Health in the Ga West Municipality, Greater Accra Region, Ghana.

Background:Eye health education is lacking in low- and middle-income countries due to limited availability of eye care personnel in the school setting. Teachers have been considered possible human resource for maintaining eye health in schoolchildren.Objective:The aim of this article is to determine the knowledge of teachers on the nature of eye problems among schoolchildren and their ability to recognize visual disorders.Materials and Methods:This was a descriptive cross-sectional survey among primary school teachers in the Ga West Municipality. Cluster sampling was used to select 140 teachers from 12 public and private schools. A structured questionnaire was used in assessing teachers’ knowledge about the features of a healthy and diseased eyes, common causes of visual impairment (VI) and blindness, and recognizing and preventing eye problems in the children. Aggregate scores were computed for correct responses concerning healthy and diseased eyes, and scores were categorized into poor (0–25%), fair (26–50%), good (51–75%), and very good (76–100%) knowledge.Results:Eighty-six (61.4%) of the teachers were females. The mean age was 33 ± 9.1 years. Most teachers were found to have good knowledge about healthy and diseased eyes (75.0% and 60.0%). Hypermetropia, red eye, allergy, and cataract were cited by 50.0–57.9% as the most common causes of VI and blindness. Between 27.1% and 92.1% of teachers identified difficulties seeing the writing board, inability to concentrate in class, holding the book close to the eye to read, and squinting as ways of recognizing eye problems. Most respondents, 132 (94.3%), were of the view that teachers should be involved in screening schoolchildren for ocular morbidities.Conclusion:Teachers in the Ga West Municipality had good knowledge of the characteristics of healthy eyes and a fair knowledge of the causes of VI in primary schoolchildren. Teachers require further training if they are to serve as focal persons for vision screening and eye health education in primary schools.

Primary physical education specialists and their perceived role in the explicit/implicit delivery of health education

ABSTRACTChildren’s health and wellbeing are crucial to a prosperous Australia and are at the centre of health-related policy-making. Schools are considered as ideal sites to promote health and wellbeing and thus some of the responsibility of children’s health and wellbeing has been assumed by schools beyond the obligations of the health and Physical Education (PE) curriculum. Notwithstanding the importance attached to schooling as a key mechanism for enhancing and maintaining positive health and wellbeing, there is little research exploring the extent to which primary PE specialists (such as in Queensland) currently undertake health work. This paper is to provide an insight into the health work currently undertaken by Queensland primary school PE specialists. Utilising a grounded theory approach, this study examines PE specialists’ roles as health workers and their engagement in the explicit/implicit delivery of health education in primary schools. The study adds to the evidence of the public health role played by PE teachers beyond simple motor skill development and exercise. Four categories of health work were identified from the data, these are: curriculum work, curriculum-related work, policy work, and health-related caring teaching. This research was undertaken as part of a higher degree by research program.

Effect of Hand Washing Education on Primary School Pupils in Nkanu West Local Government Area (Lga) of Enugu State, Nigeria

The study explored the effectiveness of hand washing (hw) education on primary school pupils in Nkanu West LGA of Enugu state. Comparison group pretest-posttestdesign was utilized to execute the study. The population for the study was 9746 pupils. The samplefor the study was 48 pupils made up of 23 and 25 intact primary 5 classes from two separate schools. The instrument utilized for data collection was a 10-item hw achievement multiple-choice test (HaWaT) adapted from hw testdeveloped by Massachusetts Department of Public Health Division of Epidemiology and Immunization-MDPHDEI (2000). The HaWaT had sections A and B that sought data on knowledge and skills of hw respectively. The face and content validity of the instrument was established through the judgment of three expertsin health education, psychology and measurement/evaluation. The instrument was pilot tested in a school in the LGA that was different from the schools selected for this study using a test-retest method. The resultant data were correlated using Pearson Product Moment Correlation Coefficient and it yielded a reliability coefficient of .78. Kuder-Richardson formula 20 was utilized to determine its internal consistency and it yielded a reliability index of .71. Data that were generated from the pre and posttest were analyzed using SPSS version 21. Descriptive statistics of mean (x ) and standard deviation (SD) were used to answer the research questions while ANOVA was used to verify the hypotheses at .05 level of significance. The majorfindingsfrom the study showed that the mean achievement gain on: knowledge of hw of the intervention group (x =10.87%) was higher than the comparison group (x =.08%); skills of hw of the intervention group (x =12.81%) was greater than the comparison group (x =4.40%). Additionally, the ANOVA test showed that null hypothesis one which stated that there was no significance difference between experimental and comparison group on knowledge of hw was rejected (p value=.001<.05 alpha level).Similarly,null hypothesis two which stated that there was no significance difference between both groups on skills of hw was rejected(p=.001< .05 alpha level). Based on these findings, it was concluded that the hw education was effective. Following from the conclusions a recommendation for the adoption of the health education in primary schools in Nkanu West LGA was made.

The Problems and Countermeasures of the Current Situation of Sexual Health Education in Primary School Students in China

The sexual health education in primary school students, besides settling the sexual problems of students in primary school stage, is also the preparation for adolescent sexual health education, which will directly affect the sexual health level of adolescents and even adult individuals. Based on the review of the current situation of sexual health level of primary school students, this paper analyzes the major contradictions in the current primary school health education, and puts forward the strategies to promote the sexual health education in primary school students.

Implementing the health promoting school in Denmark: a case study

Purpose – The purpose of this paper is to provide insight into teachers’ practice in implementing school-based health promotion. Design/methodology/approach – This qualitative research was designed as a multiple case study. The study involved five schools, 233 pupils in the age 12-16 and 23 teachers. The primary data generation method were focus groups. Findings – According to the national guidelines the health education in primary schools in Denmark should be based on the critical approach to health education developed within the European Network of Health Promoting Schools. However, the study showed that teachers’ implementation of the guidelines in practice was closer to traditional health education, which focuses only lifestyle change, than to critical health education which also explores the underlying conditions for health. Research limitations/implications – The study explored teachers’ implementation practices, and the individual and institutional factors that influence the practice. This paper restricts itself to examining teachers’ practice against the national curriculum guidelines. Practical implications – The teachers were not sufficiently familiar with the curriculum guidelines or the critical approach to health education. The inclusion of the national curriculum and the principles of critical health education in the initial and in-service professional development of teachers is an urgent priority if this gap is to be reduced. Originality/value – This paper contributes to the debate related to the potentials and barriers for implementing of health promotion interventions in a school context.

Rationale and design of the MEMA kwa Vijana adolescent sexual and reproductive health intervention in Mwanza Region, Tanzania

Large-scale innovative, integrated, multifaceted adolescent sexual and reproductive health (ASRH) interventions are urgently needed in sub-Saharan Africa. Implementation through schools and health facilities may maximize intervention coverage and sustainability, however the impact of the use of these structures on intervention content and delivery is not well documented. This paper describes the rationale and design of a large-scale multifaceted ASRH intervention, which was developed and evaluated over three years in rural communities in Mwanza Region, North West Tanzania. The intervention comprised community mobilization, participatory reproductive health education in primary schools, youth-friendly reproductive health services and community-based condom provision for youth. We examine the effect of socioeconomic, cultural and infrastructural factors on intervention content and implementation. This paper demonstrates the means by which such interventions can be feasibly and sustainably implemented to a high standard through existing government health and school structures. However, the use of these structures involves compromise on some key aspects of intervention design and requires the development of complementary strategies to access out-of-school youth and the wider community.

Web-based designed activities for young people in health education: A Constructivist approach

Modern Health Education in primary schools is increasingly using computer technologies in a variety of ways to enhance teaching and learning. Here, a Constructivist approach for a web-based educational activity for Grade 7 is discussed using an example of designing a healthy Food Handling Manual in the food industry. The Constructivist principles and their applications provide a useful set of underlying theoretical principles that focus and enhance the characteristics of the planning and the pedagogies for learning. Those identified here may be useful for Health educators designing web-based pedagogies to enhance good practice.

Trachoma and health education in primary schools in Tanzania: a pointer to community action

PurposeThe primary aim of the work reported here is to determine whether a low cost teaching approach which had been successfully used in one region of Tanzania (Tanga) could be introduced to other teachers in a different region by teachers, rather than outside experts. A second aim is to determine whether changes occurred in children's knowledge and behaviour and a third aim is to determine if the work was sustained.Design/methodology/approachThe study was carried out in ten randomly selected schools in the Dodoma region, where there is a high prevalence rate of trachoma, with the teachers being taught active methods by colleagues from Tanga. Local staff from Helen Keller International had an input in teaching about trachoma itself. Data in the form of environmental, educational and clinical observations and were collected at the beginning, the end and during the programme and information on children's knowledge was obtained at the beginning and the end.FindingsThe results were encouraging in showing that teachers were effective in passing on their skills to other teachers, who in turn were enthusiastic in putting their new knowledge into practice. Equally encouraging was the way in which children's behaviour changed as well as their knowledge. A follow up four years later showed that the work has continued in all ten schools and has and spread to 27 others. Teaching on trachoma will be included in the new national curriculum for primary schools.Originality/valueIt is suggested that teachers should be considered as a significant part of any community based trachoma programme.

Health education: part or all of the PSHE and citizenship framework?

Recent alterations to the Key Stage 1 and 2 National Curriculum in England have located health education as a strand within a non‐statutory framework of Personal, Social, Health education and Citizenship. Starting from the premise that health education should adopt a health‐oriented approach, this paper finds the aforementioned health component lacking as a basis on which to operationalise primary school health education. Using medicines education as an example, a disease/risk factor‐oriented programme is critiqued and an alternative, health‐oriented perspective proposed. This alternative demonstrates how basing health education around every component of the personal, social and health education and citizenship framework can engender a health‐oriented approach to health education at Key Stages 1 and 2. Finally, two cautionary notes are made concerning the adoption of this approach.

Increased sexual abstinence among in-school adolescents as a result of school health education in Soroti district, Uganda.

A school health education programme in primary schools aimed at AIDS prevention in Soroti district of Uganda emphasized improved access to information, improved peer interaction and improved quality of performance of the existing school health education system. A cross-sectional sample of students, average age 14 years, in their final year of primary school was surveyed before and after 2 years of interventions. The percentage of students who stated they had been sexually active fell from 42.9% (123 of 287) to 11.1% (31 of 280) in the intervention group, while no significant change was recorded in a control group. The changes remained significant when segregated by gender or rural and urban location. Students in the intervention group tended to speak to peers and teachers more often about sexual matters. Increases in reasons given by students for abstaining from sex over the study period occurred in those reasons associated with a rational decision-making model rather than a punishment model. A primary school health education programme which emphasizes social interaction methods can be effective in increasing sexual abstinence among school-going adolescents in Uganda. The programme does not have to be expensive and can be implemented with staff present in most districts in the region.

An illuminating lesson

Promotes the view that puppets are an ideal medium for health education in primary schools. Describes how puppets may be used in health education lessons not only to transmit facts but also to open the way for wide‐ranging discussions. Discusses the development of two projects linking follow‐up work to the science curriculum and, in turn, to design and technology. Concludes by summarizing the educational benefits not only with regard to health education but right across the curriculum. Asserts that the quality of learning is high as a result of the children′s full and enthusiastic commitment to the work.