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Journal articles on the topic 'School Development in Health Education'
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Rubene, Zanda, Inese Stars, and Liva Goba. "Health Literate Child: Transforming Teaching in School Health Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 331. http://dx.doi.org/10.17770/sie2015vol1.314.
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<p><em>Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child’s health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers’ professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment. </em></p><p> </p>
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Petrie, Kirsten, and Jeanette Clarkin-Phillips. "‘Physical education’ in early childhood education." European Physical Education Review 24, no. 4 (April 12, 2017): 503–19. http://dx.doi.org/10.1177/1356336x16684642.
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Children’s physical education in early childhood settings has always been underpinned by an emphasis on play. This is viewed as foundational for child development (movement education, cognitive growth, socialising functions, emotional development). However, where priorities about childhood obesity prevail, increased ‘prevention’ efforts have become targeted at primary and pre-school-aged children. It could be argued that early childhood education has become another site for the ‘civilising’ of children’s bodies. Drawing on data from a questionnaire completed by 65 early childhood education centres in Aotearoa New Zealand, we examine the play and physical education ‘curriculum’ and what this may mean for pre-school children’s views of physical activity and health. In light of the evidence that suggests pre-school physical education programmes reinforce achievement of a certain restrictive and narrow model of physical health and activity, we explore the implications for primary school physical education. In doing so we consider how teachers of physical education in primary schools may need to reconsider the curriculum to support young children to regain enthusiasm for pleasurable movement forms that are not centred on narrowly perceived notions of the healthy or sporting body.
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Apple, Rima D. "School health is community health: school nursing in the early twentieth century in the USA." History of Education Review 46, no. 2 (October 2, 2017): 136–49. http://dx.doi.org/10.1108/her-01-2016-0001.
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Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.
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Wistoft, Karen Karen, and Helle Merete Nordentoft Jakobsen. "Value reflected health education – Competence development among school health nurses." Nordic Studies in Education 31, no. 01 (April 13, 2011): 1–13. http://dx.doi.org/10.18261/issn1891-5949-2011-01-01.
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Chester, Kayleigh L., Ellen Klemera, Josefine Magnusson, Neil H. Spencer, and Fiona M. Brooks. "The role of school-based health education in adolescent spiritual moral, social and cultural development." Health Education Journal 78, no. 5 (February 24, 2019): 582–94. http://dx.doi.org/10.1177/0017896919832341.
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Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.
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Boschee, Floyd. "Comprehensive School Health Education: Directives for Development and Implementation." Health Education 19, no. 5 (November 1988): 36–38. http://dx.doi.org/10.1080/00970050.1988.10616052.
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Pickett, Karen, Willeke Rietdijk, Jenny Byrne, Jonathan Shepherd, Paul Roderick, and Marcus Grace. "Teaching health education." Health Education 117, no. 3 (April 3, 2017): 323–40. http://dx.doi.org/10.1108/he-10-2016-0051.
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Purpose The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this. Design/methodology/approach Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis. Findings The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose. Originality/value Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Petrulytė, Ala, and Virginija Guogienė. "Adolescent’ Psychological Health Evaluation Using Investigative and Preventive Activities at School." Pedagogika 126, no. 2 (June 5, 2017): 99–114. http://dx.doi.org/10.15823/p.2017.22.
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In Lithuania high rates of child and adolescent emotional and behavioral difficulty level are still observed, which manifests itself in increasing almost unabated wide bullying in schools, suicide cases, low student learning motivation and school absenteeism. Psychological help purpose in educational institution – to strengthen and develop students‘ psychological health, to promote safe and environment-friendly development of persons school development. Preventive programs and applied research execution are one of the most important activities of school psychologists in the educational community, strengthening students’ psychological health and well-being.
Introducing the adolescent psychological health investigation Lithuania. The aim. To investigate the 12–18-year-olds emotional and social health, and to identify differences by age and gender. The research methodology. Social and Emotional Health Questionnaire (SEHS-S Furlong, 2014). Research participants. 1 628 teenagers, aged from 12 to 18 years. The study was carried out in 13 Lithuanian cities and 16 schools. The data was processed by Microsoft Excel and SPSS software. The study findings. Observed teens emotional and social health dispositions expression differences among different genders and age groups. The results are significantly positive in the context of adolescent development, and contribute to the students’ psychological risk reduction, human development strengths and health education at school.
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Pérez-Jorge, David, María Dolores Jorge-Estévez, Josué Gutiérrez-Barroso, Milagros De la Rosa-Hormiga, and María Sandra Marrero-Morales. "Health Education for High School Students in Spain." International Education Studies 9, no. 10 (September 28, 2016): 185. http://dx.doi.org/10.5539/ies.v9n10p185.
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<p class="apa">Education and training in schools are essential elements in the development and socialization process of children from early childhood. The fact of considering health as a complete physical, mental and social wellbeing (World Health Organization (1848), WHO), and not only as the absence of illness, is closely related to the achievement of optimal levels of promotion and improvement in the quality of life and school performance in children. This research, carried out during the 2014-2015 academic year, attempts to analyze the ideas and attitudes of Compulsory Secondary Education (12 to 16 years old; compulsory) and High School (16 to 18 years; non-compulsory) students as regards health promotion in the school context. In order to perform this analysis, an ad hoc questionnaire was developed for 2337 students from the Province of Santa Cruz de Tenerife (Spain) and 15 follow-up interviews about the students’ answers to emergency situations in the school context were also carried out. Both questionnaire and interviews revealed the existence of unhealthy habits related to the level of education, gender and health training of the students’ parents. The results show that the <em>“Questionnaire about attitudes and knowledge as regards health in the school context” </em>(CACOSA) has been an adequate instrument to detect both important training needs and a lack of responsiveness to emergencies in secondary education schools as regards health education.</p>
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Sudiana, I. Ketut, N. Adiputra, and Putu Budi Adnyana. "Development of Health Integrative Thematic Textbooks (Batik) To Provide Health Education in Elementary Schools." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (March 11, 2020): 256. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.24103.
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This research aims to develop health integrative thematic textbooks (BATIK). The method used is the Research and Development model of Borg & Gall. Based on the research, it obtained that integrated health education material in accordance with the PHBS indicator of school. Integration using two patterns, explicitly through the subtitle "Ayo Lakukan Hidup Bersih dan Sehat", and implicitly integrated into the text, the use of children's songs and illustrated images that contain of health education. The BATIK assessment at the validation and readability stage obtained the following results: (1) validation by experts obtained very good, (2) validation by elementary school teachers obtained very good, (3) a one to one evaluation readability test obtained good, and (4) a small group evaluation readability test obtained very good. Based on the results of the validation and readability test, it shows that the quality of BATIK is good so it is suitable to be used in thematic learning in elementary schools.
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Rochmayani, Dewi Sari, and Irwan Budiono. "Development of School Reproductive Health Education Index Model (Indeks Pendidikan Kesehatan Reproduksi Sekolah / IPKPRS)." Jurnal Kesehatan Masyarakat 16, no. 1 (July 27, 2020): 138–45. http://dx.doi.org/10.15294/kemas.v16i1.25162.
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One of the important health issues to be on the agenda of health promotion in schools is reproductive health. The results of the Basic Health Research (Riskesdas) in 2018 showed that nationally as many as 65.2% of the population had less knowledge about HIV/AIDS. This indicates that Indonesia is faced with the problem of low reproductive health literacy of school residents. The R&D design is used to develop the School Reproductive Health Education Index (IPKRS) instrument. R&D is carried out in 3 stages, namely: 1) determination of IPKRS dimensions and parameters by the focus group discussion (FGD) method; 2) Preparation, consultation and revision of the IPKRS model through experts judgment by the Delphy method; 3) Testing the validity of IPKRS by experts. The results shows that there are 4 dimensions of IPKRS, namely 1) the knowledge of school residents; 2) curriculum; 3) infrastructure; 4) institutional. The four dimensions are described in 13 IPKRS parameters. The validity test results shows all IPKRS parameters proved to be valid (Aiken’s coefficient V value for each item ≥ 0.92). The findings of the IPKRS model need to be followed up by implementing in schools within the framework of mapping the quality of school reproductive health education.
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Dharmadi, Made Agus, and Ni Nyoman Mestri Agustini. "Description of School Health Development Index (SHDI) in Junior High Schools in Buleleng Regency – Bali." Jurnal Kesehatan Masyarakat 14, no. 3 (May 21, 2019): 326–31. http://dx.doi.org/10.15294/kemas.v14i3.12389.
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Synergism in the field of health and education is strongly needed and urgent in order to attain a comprehensive education goal of intelligent and healthy people both physically and mentally according to the mandate of the 1945 Constitution. Based on the observation in Junior High Schools in Buleleng, We found that there were a lack synchronization between vision, missions, and the planned programs in the schools, limited cleaning facilities, and an implicitly lack of healthy lifestyle of the school residents. This research aimed to describe the School Health Development Index (SHDI) at the level of secondary schools in Buleleng Regency in 2017. The sample of the research were obtained from 10 junior high schools/JHS (SMP) in Buleleng Regency. We used a method of quantitative description following observations, documentation studies, and interviews. Based on the result and discussion, we concluded that: 1) SHDI of SMP in Buleleng Regency was categorized as mid-low (0.62), with minimal value of 0.51 and largest value of 0.78. The highest index was obtained by SMP 1 Singaraja and the lowest index was obtained by SMP Bhaktiasa Singaraja, 2) most of the schools did not include healthy value explicitly in the schools’ vision and missions, 3) most of the schools operated limited number of programs on health and did not include written reports on their programs, 4) the condition of facilities and infrastructures were sufficient, there were several schools having no warehouse, and the food products in cafeterias were not controllable yet especially for the unlicensed food products (without BPOM logo), 4) the school residents’ healthy lifestyle was good enough especially for the teachers and the students.
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Birch, David A., Susan Goekler, M. Elaine Auld, David K. Lohrmann, and Adrian Lyde. "Quality Assurance in Teaching K–12 Health Education: Paving a New Path Forward." Health Promotion Practice 20, no. 6 (August 29, 2019): 845–57. http://dx.doi.org/10.1177/1524839919868167.
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To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.
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Gott, John. "The School: The Front Line of Mental Health Development?" Pastoral Care in Education 21, no. 4 (December 2003): 5–13. http://dx.doi.org/10.1111/j.0264-3944.2003.00272.x.
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Lee, Albert, Lawrence St Leger, and Alysoun Moon. "Evaluating health promotion in schools: a case study of design, implementation and results from the Hong Kong Healthy Schools Award Scheme." Promotion & Education 12, no. 3-4 (September 2005): 123–30. http://dx.doi.org/10.1177/10253823050120030105.
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Health promoting schools (HPS) and Healthy Schools Award Schemes from a number of countries have demonstrated positive changes in children's health behaviours and the culture and organisation of the school. The Hong Kong Healthy Schools Award Scheme (HKHSA) aims to promote staff development, parental education, involvement of the whole school community, and linkage with different stakeholders to improve the health and well-being of the pupils, parents and staff, and the broader community, supported by a system to monitor the achievement. This concept is very much in line with the research literature on school effectiveness and improvement. The indicators examined to evaluate the success of the HKHSA reflect outcomes related to both health and education and are not limited to changes in population health status. The early results demonstrated significant improvements in various aspects of student health and also improvement in school culture and organisation. The evaluation framework described in this paper and data collected to assess how schools perform in the HKHSA scheme, provides insight into how HPSs could lead to better outcomes for both education and health.
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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
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Porter, Gordon L., and Diane Richler. "Changing Special Education Practice: Law, Advocacy, And Innovation." Canadian Journal of Community Mental Health 9, no. 2 (September 1, 1990): 65–78. http://dx.doi.org/10.7870/cjcmh-1990-0019.
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The development of integrated school programs in Canadian schools is described. The article identifies three factors that have produced progress which is unique to Canada (i.e., the application of law, advocacy, and innovation). The legal factors are linked to the Charter of Rights and Freedoms, the Schools Act in New Brunswick, and two cases, the Elwood case in Nova Scotia and the Robichaud case in New Brunswick. Developments in New Brunswick since the passage of Bill 85 in 1986 that mandates integration are recounted. Advocacy is described in relation to the vision parents have articulated for their children's futures and the collective and individual advocacy of those committed to integrated education. The innovative changes made in a number of schools and school districts and factors linked to districts that have implemented innovative programs are described. Recommendations are made for collaborative action by parents and professionals to achieve exclusionary school programs.
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Pelitoglu, Fatma Cildir, and Sami Ozgur. "Development of Health Education Attitude Scale for Primary School Teachers." Procedia - Social and Behavioral Sciences 116 (February 2014): 2568–72. http://dx.doi.org/10.1016/j.sbspro.2014.01.612.
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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.
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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Cardina, Catherine. "Professional Development Activities and Support Among Secondary Health Teachers." Pedagogy in Health Promotion 4, no. 3 (November 28, 2017): 190–99. http://dx.doi.org/10.1177/2373379917742924.
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This study describes public school secondary health education teachers’ support for professional development in the United States and the types of professional development activities in which they participated. Results were compared with public school secondary teachers of all other subjects. In addition, perceptions of professional preparation among newly hired health teachers and the types of professional support they received are described. Data were collected through the 2011-2012 Schools and Staffing Survey and included a nationally representative sample of public school teachers in the United States. Descriptive statistics were used to analyze data. Results showed that for nearly all types of professional support assessed, secondary health education teachers reported less support as compared with secondary teachers of all other subjects. Of the teaching skills questioned, newly hired health education teachers indicated they were least prepared in handling a range of classroom management or discipline situations and using data from student assessment to inform instruction. Moreover, newly hired health teachers were less like to participate in programs for beginning teachers as compared with their newly hired teaching peers. Using results from this study, recommendations concerning professional development support and activities among secondary health teachers and newly hired secondary health teachers are provided.
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Kolbe, Lloyd J., Gerald N. Tirozzi, Eva Marx, Mary Bobbitt-Cooke, Sara Riedel, Jack Jones, and Michael Schmoyer. "Health programmes for school employees: improving quality of life, health and productivity." Promotion & Education 12, no. 3-4 (September 2005): 157–61. http://dx.doi.org/10.1177/10253823050120030115.
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School health programmes in the 21 century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st Century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.
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Kaye, Amy J., Vanja Pejic, Molly Jordan, Kristine M. Dennery, and David R. DeMaso. "Evaluation of an Urban School-Based Social, Emotional, and Behavioral Health Professional Development and Consultation Model." Children & Schools 42, no. 2 (April 2020): 79–87. http://dx.doi.org/10.1093/cs/cdaa005.
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Abstract Social, emotional, and behavioral health challenges pose significant barriers to students’ academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students’ social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members’ reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model.
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Khan, MHA, K. Zaman, S. Islam, MM Islam, MG Sarwar, and MM Rahman. "Evaluation of school oral health education program- A review." Bangladesh Journal of Dental Research & Education 3, no. 2 (October 16, 2013): 45–50. http://dx.doi.org/10.3329/bjdre.v3i2.16613.
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The objectives of this review were to examine the various methods of school oral health instruction process and to identify success factors for oral health promotion along with the development of a future framework of action for Oral Health Promotion. In this review, the members of the working groups performed the systematic literature search, screening process, rating of the evidence, assessment of the evidence and presentation of the contents of the evidence to the reader. In this study we performed literature searched published between1990 to 2013. Using database including MEDLINE, PUBMED, HINARI, Google and yahoo health. A total of 31 articles were retrieved and 15 of them were selected for review. Inclusion and exclusion criteria were chosen by working group such as studies reported any oral health promotion intervention in school were eligible for inclusion, Study conducted in the school for adult education or handicapped or disables were excluded, oral health education for adult were excluded In this review the working group tried to synthesize the qualitative and quantitative findings from the selected article. All studies were interventiona, the main intervention was oral health education in variable format along with other activities like fissure sealant, application of fluoride, distribution of tooth brush and toothpaste. In oral health education, presentation materials such as poster, tooth brushing model, life model and multimedia presentation were used. The investigators in five studies distributed tooth brush, tooth paste, tooth brushing calendar etc. Maximum investigators concluded that school oral health education is more or less effective in all situations, the summary of this review confirmed the hypothesis that there would be better and more homogenous oral health in schools where comprehensive oral health activities were developed compared with non-supportive schools. School oral health improvement activities has a great impact for the improvement of oral health among the children. The efficacy of oral health education is well-established and it was found that Oral health education in the school decreased the development of new dental diseases among school children. Majority of students had an adequate level of knowledge on oral health but low level of oral health practices. Reinforcement and encourage to maintain the oral health will be more effective for the long term sustainable oral health. DOI: http://dx.doi.org/10.3329/bjdre.v3i2.16613 Bangladesh Journal of Dental Research & Education Vol.3(2) 2013: 45-50
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Nir, Adam E. "The Impact of School-Based Management on School Health." Journal of School Leadership 12, no. 4 (July 2002): 368–96. http://dx.doi.org/10.1177/105268460201200402.
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What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.
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Weist, Mark D., Amy Goldstein, Leslie Morris, and Tanya Bryant. "Integrating expanded school mental health programs and school-based health centers." Psychology in the Schools 40, no. 3 (May 2003): 297–308. http://dx.doi.org/10.1002/pits.10089.
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Vionalita, Gisely, Devi Angeliana Kusuma Ningtiar, and Sella Puspita Sari. "IMPLEMENTATION OF SCHOOL HEALTH UNITS BASED ON WORK TEAM AND TRIAS UKS IN THE PRIMARY SCHOOLS." INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD) 3, no. 2 (June 26, 2021): 66–75. http://dx.doi.org/10.36566/ijhsrd/vol3.iss2/92.
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Background: The proper management of School Health Units (in Indonesian abbreviation as “UKS”) in educational institutions has the ability to sustain health behavior and optimize student growth and development. As evaluation of the program is a reliable process to measure efficiency and effectiveness of their activities, we aimed to report the evaluation of development the UKS work team and the Three Main Programs of Schools Health Units (TRIAS UKS) in Ngawen Subdistrict, Blora Regency as an indicators’ for Indonesia health research networks and programs. Methods: This is a quantitative descriptive research with data obtained from principals of 30 Primary Schools by using purposive sampling. The evaluation using the work team form and TRIAS UKS form indicators, including health education, health services and healthy school environments, is designed to profile the development of school health program. Results: Based on those indicators, the UKS work team still had problems in showing the decree on the organization of UKS team. In terms of health education, many of the schools hd lack of media to promote health. The schools also had difficulties in doing some consultation for mental health for students and some of schools were unsuccessful developing the healthy canteen. Conclusion: Research evaluation the UKS work team and TRIAS UKS are important elements in the success of the School Health Units (UKS). Thus, it creates constructive positive learning process and provides an overview of the limitations and challenges which can be used for better planning and promotion of the health research system nationally and globally.
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Nguyen, Dat Tan, E. Pamela Wright, Tam Thi Pham, and Joske Bunders. "Role of School Health Officers in Mental Health Care for Secondary School Students in Can Tho City, Vietnam." School Mental Health 12, no. 4 (August 1, 2020): 801–11. http://dx.doi.org/10.1007/s12310-020-09386-7.
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Abstract The objectives of the study were to explore the experiences of school health officers in identifying and managing mental health problems of secondary school students and to gather recommendations from the school officers for improving the effectiveness of mental health care in secondary schools in Can Tho City, Vietnam. We conducted a qualitative study based on in-depth interviews using a semi-structured guideline with 15 school health officers at 15 secondary schools in Can Tho City, Vietnam. Data were analyzed using content-driven analysis to identify recurring themes. The school health officers reported that stress, depression, suicidal ideation, and sexual orientation issues were the most commonly encountered mental health problems among their students. The officers worked with a limited range of interventions for helping these students, such as giving non-narcotic analgesics or advising students to take a short break at school or to go home. Most of them felt that their training was insufficient to deal with mental health problems in an optimal way. They recommended further training to improve their knowledge and skills in recognizing and managing mental health problems in students. They also considered a university-sponsored mental health website a good source of information on mental health care for students. School health officers reported that they did not feel well equipped to manage mental health problems because of insufficient training, lack confidence, and absence of an appropriate network for advice and referral. Updated policies and programs are needed for initial training and refresher courses, which will strengthen the role of school health officers as first line support for secondary school students with mental health problems.
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Macbeth, Allison, Patricia Weerakoon, and Gomathi Sitharthan. "Pilot study of Australian school-based sexual health education: parents' views." Sexual Health 6, no. 4 (2009): 328. http://dx.doi.org/10.1071/sh09040.
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Background: Sexually transmissible infections (STIs) among young Australians increased dramatically between 1997 and 2007 with rates of chlamydia increasing by 528% and rates of gonorrhoea by 169% among 15–19 year olds. High notification rates of STIs and teenage pregnancy point to the need to investigate sexual health education (SHE) in Australian schools. This first quantitative study investigated the attitudes and experiences of parents to SHE in Australian schools. Methods: One hundred and seventeen (117) Australian parents were recruited through purposive sampling and snowballing methods to complete an online questionnaire in 2007. Results: Most respondents (97.4%) support SHE in schools and 95.7% advocate schools and parents sharing responsibility. A majority (82.9%) believe SHE should begin in primary school with discrepancy as to when specific topics should be introduced. There is consensus for a comprehensive curriculum, including topics potentially seen as controversial such as ‘masturbation’. ‘Abstinence’ was chosen by 15.4% of parents to not be included in SHE curricula. Most parents rate the SHE their children have received in school as ‘fair’ in quality, and want access to resources to help them educate their children, including workshops at schools, information about school SHE, literature, and trained sexual health educators. Conclusions: Parents generally support SHE in schools. They want programs to begin in primary school. They consider the current school programs to be ‘fair’ in quality. Parents also point out the need for a more comprehensive curriculum and they want to be involved with schools in the development and delivery of SHE.
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Valois, Robert F., Theresa C. Lewallen, Sean Slade, and Adriane N. Tasco. "The ASCD Healthy School Communities project: formative evaluation results." Health Education 115, no. 3/4 (June 1, 2015): 269–84. http://dx.doi.org/10.1108/he-04-2014-0050.
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Purpose – The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project. Design/methodology/approach – This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes. Findings – This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained. Research limitations/implications – Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further. Practical implications – This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement. Originality/value – This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.
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Rochmayani, Dewi Sari, and Chusnul Zulaekha. "Reproductive Health Education Study Materials for Junior High School Students." Journal of Health Education 4, no. 1 (April 30, 2019): 43–52. http://dx.doi.org/10.15294/jhe.v4i1.30169.
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Background: Some indicators of reproductive health education in schools have not reached the expected level. A preliminary study on junior high school students shows that 90% of students have poor reproductive health knowledge. This situation is an indicator of the weak reproductive health education in junior high schools.
Methods: The design of this study is research and development. The study continued with field tests on 30 junior high school teachers in the Mijen sub-district of Semarang City.
Results: The study succeeded in formulating 5 materials and 18 study materials on reproductive health education for junior high school students. The material includes: 1) Male and female reproductive organs, 2) Personal protection from sexual abuse, 3) Problems related to reproductive health behavior, 4) Sexually transmitted diseases and HIV-AIDS, 5) Environmental care for reproductive health. The mapping results show that 50% of teachers have never learned the materials : the structure and function of reproductive organs, the types of sexually transmitted diseases, and the health effects of sexually transmitted diseases. The level of teacher knowledge about reproductive health education was 26.7% including the excellent category, 33.3% good and 36.7% sufficient.
Conclusion: Materials health education for junior high school students need to be implemented through various forms of intra and extracurricular learning in junior high school.
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Semenov, Aleksandr Alekseevich, and Hirofumi Saito. "Formation and development of school biological education in modern Russia." Samara Journal of Science 7, no. 3 (August 15, 2018): 339–43. http://dx.doi.org/10.17816/snv201873309.
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Russia inherited the Soviet system of science and education with its advantages and disadvantages from the Soviet Unio n period. In recent years it has experienced goals diversification as well as the content of school biological education changes. Primary school aimed propaedeutic of biological knowledge; secondary school aimed the basics of biological sciences development; secondary school at the basic level aimed the culture of knowledge of wildlife, natural-shaped and careful attitude development. The goal of the profile school is to generalize, deepen and expand biological knowledge. Moreover it is important to develop research skills and influence on the process of students proorientation in the world of biological professions. The content of biological education focuses on the problems of physical and mental health, healthy lifestyles and ecological literacy development. The authors notice that the construction and structure of the school biology course has changed. The concentric construction of the object makes it complete. A graduate of the basic secondary school receives a relatively complete biological education, which is necessary for his life and further education for professional self-determination. The biology course includes three sections: Living organisms, Human and his health and General biological regularities. The authors mention that secondary school children have Biology classes one hour less in comparison with the Soviet Unio n period. Both system-activity and student-centered approaches are the key approaches to teaching biology. They aim the subject results and universal learning activities development (personal, regulatory, communicative and cognitive). Moreover that is important to speak about the key competencies, education and socialization of students, the organization of their extracurricular activities, inclusive education and work with gifted children.
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Potts-Datema, William, Becky J. Smith, Howard Taras, Theresa C. Lewallen, James F. Bogden, and Sharon Murray. "Successful strategies and lessons learned from development of large-scale partnerships of national non-gowernmental organisations." Promotion & Education 12, no. 3-4 (September 2005): 131–37. http://dx.doi.org/10.1177/10253823050120030107.
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National governments worldwide work to improve education and health outcomes for children and youth and influence their behaviours. Also heavily engaged are national non-governmental organisations (NGOs) in the voluntary and non-profit sector. While individual agencies and non-profit organisations are often concerned with specific issues of interest related to their charge, constituency or membership, they often develop allegiances with like-minded groups to accomplish broader goals. Two such collaborations in the United States are the focus of this discussion, the National Co-ordinating Committee on School Health and Safety (NCCSHS) and the Friends of School Health (hereafter, "the Friends"). This article reviews these two significant partnerships of public health and education NGOs and outlines successful strategies and lessons learned from the development of these large-scale partnerships. NCCSHS is a collaboration of 64 NGOs and six U.S. government departments representing both the fields of public health and education. Nearly all major NGOs working in fields related to school health are represented, and the six primary governmental agencies all have at least some responsibility for students' health and safety. The group is the primary intersection of NGOs and the Federal government related to school health at the national level. The Friends of School Health ("the Friends") is the primary school health advocacy coalition at the national level in the United States. Sixty-one education and public health NGOs participate. The coalition serves as a communication mechanism and venue for collaborative action on issues before the U.S. Congress and state legislatures that relate to school health. Since the coalition advocates to legislators and other decision makers, no government agencies participate. The paper describes the strategies relating to the initial development of the collaboratives and their ongoing operation. A common theme in development of both of these examples of large-scale partnerships is trust. Like any partnership, the ability to work and grow is dependent on the level of trust among the partners. Both the National Coordinating Committee on School Health and Safety and the Friends of School Health work together successfully within and across their collaborations, to improve health and educational outcomes for children and youth. While both experience challenges, and neither would indicate that its work is near completion, they provide important insight into how these collaboratives can initially develop and subsequently operate productively while providing important contributions to the promotion of healthy schools, and ultimately, healthy nations.
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Wyn, Johanna, Helen Cahill, Roger Holdsworth, Louise Rowling, and Shirley Carson. "MindMatters, a Whole-School Approach Promoting Mental Health and Wellbeing." Australian & New Zealand Journal of Psychiatry 34, no. 4 (August 2000): 594–601. http://dx.doi.org/10.1080/j.1440-1614.2000.00748.x.
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Objective: MindMatters is an innovative, national mental health promotion program which provides a framework for mental health promotion in Australian schools. Its objectives are to facilitate exemplary practice in the promotion of whole-school approaches to mental health promotion; develop mental health education resources, curriculum and professional development programs which are appropriate to a wide range of schools, students and learning areas; trial guidelines on mental health and suicide prevention and to encourage the development of partnerships between schools, parents, and community support agencies to promote the mental wellbeing of young people. Method: A team of academics and health education professionals, supported by a reference group of mental health experts, developed MindMatters. The program was piloted in 24 secondary schools, drawn from all educational systems and each State and Territory in Australia. The pilot program was amended and prepared for dissemination nationally. Results: The program provides a framework for mental health promotion in widely differing school settings. The teacher professional development dimension of the program is central to enhancing the role of schools in broad population mental health promotion. Conclusions: Promoting the mental health and wellbeing of all young people is a vital part of the core business of teachers by creating a supportive school environment that is conducive to learning. Teachers need to be comfortable and confident in promoting and teaching for mental health. Specific, targeted interventions, provided within a whole-school framework, address the needs of the minority of students who require additional support.
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Daulay, Wardiyah, Sri Eka Wahyuni, and Mahnum Lailan Nasution. "Development of School-based Mental Health Program." Open Access Macedonian Journal of Medical Sciences 9, T3 (June 6, 2021): 120–23. http://dx.doi.org/10.3889/oamjms.2021.6355.
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BACKGROUND: Mental health services for school-aged children can help prevent the emergence of more severe problems. AIM: This study aims to create a mental health program for school-aged children. METHODS: An action design was used, and the implementation procedure consisted of four stages, namely reconnaissance, planning, acting, and reflecting. Furthermore, the respondents were 12 teachers, and the samples for the program were 73 students. In the reconnaissance stage, data were recorded and documented in transcript form. RESULT: At the planning stage, the instrument of mental health status, workbooks, and modules were developed. Meanwhile, in the acting stage, psychosocial intervention was conducted, and in the reflecting stage, the child mental health status before and after were measured using a dependent t-test. Furthermore, Focus Group Discussion activity in the Development of School-based Mental Health Program has 6 themes. The analysis results showed significant changes, meaning that there was a change in mental health status in school-aged children (p = 0,000; alpha 0.05). This showed that there was a significant influence of the program implementation on mental health status. CONCLUSION: The programs include identification, assessment, intervention, and mental health facilitation in school-aged children. Therefore, it is recommended for health service and education office to synergize in developing the program to improve achievement.
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Sliepcevich, Elena M. "School Health Education: Appraisal of a Conceptual Approach to Curriculum Development." Journal of School Health 71, no. 8 (October 2001): 417–21. http://dx.doi.org/10.1111/j.1746-1561.2001.tb03540.x.
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Carruthers, Susan, and Ray James. "Evaluation of the West Australian School Development in Health Education Project." Journal of School Health 63, no. 4 (April 1993): 165–68. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06108.x.
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Day, Jeri. "2003 California Health Framework Available Now." Californian Journal of Health Promotion 1, no. 4 (December 1, 2003): 12–14. http://dx.doi.org/10.32398/cjhp.v1i4.538.
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The 2003 Health Framework for California Public Schools was adopted by the State Board of Education on March 6, 2002. This edition includes the content of the 1994 Framework while updating information on curriculum development, health literacy, positive asset development among youth, research-based programs, school safety, and special populations.
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Wang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan, and Kieu Anh Do. "School climate, victimization, and mental health outcomes among elementary school students in China." School Psychology International 39, no. 6 (November 26, 2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.
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Although school climate has been identified as a protective factor for youth development in the United States, few longitudinal studies have examined the relationship between school climate and student outcomes in China. This study explored the relationship between school climate, victimization, covitality, internalizing symptoms, and academic achievement, and whether school climate moderated the relationship between victimization and mental health outcomes using longitudinal data. Survey data were collected from 1150 Chinese 3rd to 6th grade students ( Mage = 10.27 years, SD = 1.03 years, 55% boys) from five elementary schools at two time points. Regression results showed that school climate factors, including student-teacher relationships, clear expectations, respect for diversity and fairness of rules, predicted victimization, mental health (both internalizing symptoms and covitality), and academic grades six months later. School climate did not moderate the relationship between victimization and mental health. Our results suggest that it is important to foster positive school climate in order to prevent bullying and promote positive youth development among elementary students in China.
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Fine, Michelle. "Sexuality, Schooling, and Adolescent Females: The Missing Discourse of Desire." Harvard Educational Review 58, no. 1 (April 1, 1988): 29–54. http://dx.doi.org/10.17763/haer.58.1.u0468k1v2n2n8242.
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Michelle Fine argues that the anti-sex rhetoric surrounding sex education and school-based health clinics does little to enhance the development of sexual responsibility and subjectivity in adolescents. Despite substantial evidence on the success of both school-based health clinics and access to sexuality information, the majority of public schools do not sanction or provide such information. As a result, female students, particularly low-income ones, suffer most from the inadequacies of present sex education policies. Current practices and language lead to increased experiences of victimization, teenage pregnancy, and increased dropout rates,and consequently, ". . . combine to exacerbate the vulnerability of young women whom schools, and the critics of sex education and school-based health clinics, claim to protect."The author combines a thorough review of the literature with her research in public schools to make a compelling argument for "sexuality education" that fosters not only the full development of a sexual self but education in its broadest sense.
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Boddy, Gail, Alison Booth, and Anthony Worsley. "What does healthy eating mean? Australian teachers’ perceptions of healthy eating in secondary school curricula." Health Education 119, no. 4 (June 3, 2019): 277–90. http://dx.doi.org/10.1108/he-04-2019-0018.
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Purpose Teachers disseminate food knowledge and skills in secondary school curricula that provide essential skills for a healthy life. The purpose of this paper is to explore Australian secondary school teachers’ views of healthy eating and their sources of information in planning their food, nutrition and health curriculum. Design/methodology/approach Secondary school teachers’ perceptions were explored through semi-structured, in-depth interviews that were de-identified and transcribed verbatim. Codes were ascribed to sections of the transcripts and throughout the process of inductive thematic analysis. The teachers’ responses were grouped into five main themes: approaches to teaching healthy eating, sources of food and nutrition information, curriculum planning, teaching goals and teacher career influences. Findings The teachers were clear about the aims and importance of teaching healthy eating in an experiential curriculum. They reported that teaching healthy eating assists the health and well--being of adolescents and their families. The effectiveness of current teaching in Australian secondary schools may be compromised by the positioning of food, nutrition and health topics in two separate curriculum areas: technologies and health and physical education, and competing school priorities and resources that limit the students’ exposures to food curricula. The teachers sourced food information from online websites, popular culture and social media. Their knowledge and views of healthy eating appeared to be associated with their interests, life experiences, education and employment histories. Practical implications These findings can assist with health promotion and education policy development. They can assist the design of healthy eating curriculum approaches for secondary schools and professional development courses for teachers, which will foster healthy food habits for adolescents, and their families in the future. Originality/value Secondary school teacher perceptions of the place of healthy eating in food, and nutrition curricula have been under examined.
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Pasicznik, Władimir. "Physical education in general education schools in Ukraine (selected aspects)." Sport i Turystyka. Środkowoeuropejskie Czasopismo Naukowe 3, no. 3 (2020): 57–67. http://dx.doi.org/10.16926/sit.2020.03.20.
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There were many different problems in the organisational process of physical education in schools of Ukraine in the 1990s and at the beginning of the 21st century, such as: underestimation of the importance of physical education in the didactic and educational process by managers of individual schools, insufficient consideration of students’interests in selected forms of exercise; lack of individualisation of work with a student, taking into account their real level of mobility and readiness to perform particular exercises; low level of investment in the development of sports fa-cilities by educational and local authorities, i.e. creating sports fields, swimming pools and supply-ing schools with sports equipment; lack of coordination in the cooperation of schools with students’parents or with state and local government institutions in the field of popularising physical educa-tion and a healthy lifestyle. The Ukrainian children and young people’s health situation at the be-ginning of the 21st century was unsatisfactory. The analysis of pedagogical and specialist literature regarding remedial actions in the pre-school and school education system in physical education in Ukraine shows that most often the main direction of changes is the improvement of methods and forms of conducting physical education lessons as well as activities in the field of popularising sport recreation in the free time and adapting these solutions to contemporary curriculum requirements of this subject at school.
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Kolbe, Lloyd J. "School Health as a Strategy to Improve Both Public Health and Education." Annual Review of Public Health 40, no. 1 (April 2019): 443–63. http://dx.doi.org/10.1146/annurev-publhealth-040218-043727.
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Because schools materially influence both health and education, they substantially determine the future well-being and economic productivity of populations. Recent research suggests that healthier children learn better and that more educated adults are healthier. School health is a cross-disciplinary field of study and a fundamental strategy that can be used to improve both health and education outcomes. Modern school health programs include 10 interactive components: health education; physical education and physical activity; nutrition environment and services; health services; counseling, psychological, and social services; physical environment; social and emotional climate; family engagement; community involvement; and employee wellness. This review is written for both health and education audiences. It integrates recent research and developments in relationships among health, education, and economic outcomes; health and education systems; the school health program, its components, and their effectiveness; cross-disciplinary collaboration; local, state, national, and international infrastructures and strategies; implementation science; and relevant academic research, training, and service.
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Pavelová, Ľuboslava, Alexandra Archalousová, Zuzana Slezáková, Dana Zrubcová, Andrea Solgajová, Zuzana Spáčilová, Erika Krištofová, and Alica Slamková. "The Need for Nurse Interventions in Sex Education in Adolescents." International Journal of Environmental Research and Public Health 18, no. 2 (January 9, 2021): 492. http://dx.doi.org/10.3390/ijerph18020492.
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Background: Developmentally appropriate evidence-based sexual health education should be included as part of a comprehensive school health education program and be accessible to all students. The registered school nurse is a valuable resource to parents and educators in this area and supports the implementation of evidence-based sexual health education programs that promote healthy sexual development for adolescents. Methods: The research group consisted of 438 adolescents aged 12 to 15 years in a selected region in Slovakia, 186 boys and 252 girls. Average age of the girls was 13.2 and the boys 13.3 years. A nurse—a specialist in community nursing—collected the data using a self-designed questionnaire. The questions evaluated by the five-point Likert scale focused on finding out the knowledge and attitudes of adolescents to the role of school nurses regarding sexuality and reproductive health. Results were analyzed using parametric comparison tests with significance value 0.05: Student t-test for independent samples. Results: The girls and the boys most often drew information on sexuality and reproductive health from their parents and friends. The evaluation of the adolescents’ views on who should be a competent professional in the field of sexual education at schools found statistically significant differences between the boys and girls. For the boys and girls, a sexologist received the most significant assessment of competence. The interest in a school nurse in a school environment would be statistically significantly more appreciated by the girls compared to the boys, not just for solving problems related to healthy lifestyle, but also regarding sexuality, parenting and marriage. The adolescents consider the education for marriage and parenthood as the least discussed issue at present. In evaluating topics the adolescents would discuss, there were statistically significant differences between the boys and girls. Conclusions: A community or school nurse would also be able to successfully perform sexual education at schools. In Slovakia, this applied nursing discipline is lacking.
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Platonova, Yana, Galina Deryabina, and Maxim Knyazev. "Development features of moving abilities of 8–11 grade school students." Tambov University Review. Series: Humanities, no. 183 (2019): 102–11. http://dx.doi.org/10.20310/1810-0201-2019-24-183-102-111.
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The problems of modernization of Russian education pose new requirements for the physical education organization in secondary schools, and are aimed at finding new approaches, concepts, and technologies for the physical education of the young generation. The real volume of motor activity of middle and high school students does not provide full and harmonious physical development and strengthening the health of the growing generation. In this regard, a major prob-lem of today is the low level of physical preparation of secondary schools students. A significant decrease in moving activity explains the low level of physical qualities manifestation, including the strength capabilities of school students and flexibility. A mandatory and integral component of physical education lessons at school is the measurement of the level of physical fitness of school students. To this end, testing is conducted that determines the dynamics of the physical fitness of students and the process of physical education effectiveness in general. The theme of the revival of the All-Russian physical education and sports Ready for Labour and Defence complex is also relevant among school students, as it includes the normative basis for physical education, and is considered as an aspect of determining the level of physical fitness of school students. We present the results of exercises on flexibility and strength performed by 8–11 grade school students. We reveal relevant issues of accordance of physical fitness level of school students with the regulatory requirements of the All-Russian physical education and sports complex “Ready for Labour and Defence”.
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Anwar, Khoirul, Hardinsyah Hardinsyah, Muhammad Aries, and Hana Navratilova. "NUTRITION EDUCATION MODULE AND WORKBOOK DEVELOPMENT FOR PRIMARY SCHOOL CHILDREN." ICCD 1, no. 1 (December 11, 2018): 141–47. http://dx.doi.org/10.33068/iccd.vol1.iss1.22.
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Primary school students are in a period of continued growth and development after the pre-school age period. However several studies have shown that children at this age are vulnerable to under- and over-nutrition, which can interfere in their learning process and school achievement. The objective of this activity was to develop a nutrition education module for primary school students aged 8-12 years. This activity was held on January – August 2018 into Primary Schools of Bogor. The steps of this activity included: 1) to establish of technical working group (TWG); 2) to review existing nutrition education for primary school students; and 3) to develop student module and workbook (SMW) for nutrition education. The TWG which were formed, consists of school principles, nutrition professional society (Food and Nutrition Society of Indonesia), university staffs (Bogor Agricultural University and SAHID University Jakarta), and local government (Bogor Education Office). This activity was done collaboration with SEA-PHN. Currently, there is no activity on nutrition education at these schools, neither teacher guide for nutrition education for primary school students. The TWG developed nine topics of SMW were developed, namely balance diet and my plate, active and healthy life, cereals, fruit and vegetable, protein food, limit sugar salt and fat, choosing safe and nutritious food, food label, and summary. The SMW was designed colorfully and interestingly. Prior to final version of SMW, it was assessed to be used by school children. In conclusion, the SMW could be used to educate primary school students on nutrition.
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Smith, Becky J., William Potts-Datema, and Ann E. Nolte. "Challenges in teacher for school health education and promotion." Promotion & Education 12, no. 3-4 (September 2005): 162–64. http://dx.doi.org/10.1177/10253823050120030116.
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The health education and promotion profession is facing a series of teacher preparation challenges related to the delivery of quality school health education/promotion programmes. The challenges occurring in the United States are also present in a variety of other regions as the education structure attempts to ensure that students receive a sound preparation in health education and promotion during their school experience. The challenges can be categorised into the following areas: • Quality and quantity of professional preparation for teachers during their preservice university training; • Need for in-service of teachers already in the K-1 2 workforce (in the USA grades K -12 are broadly equivalent to ages five to 17 years); • University faculty workforce professional development needs; • Research to provide baseline data for future standards development. Because there is a direct connection between community and school and parents and teachers at the K-1 2 level of education, the demand for highly skilled teachers and professional development is playing out at that level much more rapidly than at the university level. The relative isolation of some university faculty and programmes has developed an interesting situation in which many administrators and master teachers at the K-12 level of education have a better grasp and understanding of new teaching and learning strategies and tools than professors at the university level. This has happened at the same time when there is also a shortage of university professors entering school health education/promotion teacher education. This confluence of realities may predicate the need for a radical change in university based teacher preparation in health education/promotion. The overwhelming challenge for many countries including the United States remains the large number of teachers in the current workforce who must be provided professional development experiences. Currently both the National Health Education Standards for K-1 students and teacher preparation standards in health education reflect best practice theory only. There is no national data to support the standards. During the next ten years it is imperative that nationwide data be collected, compiled and analysed on actual learning outcomes for both K-12 students and health education teacher candidates. This will allow the next set of standards at both of the above-mentioned levels to reflect the knowledge and skills that have been actually attained and demonstrated. It will also be a basis for creating revisions and expansions in such a way that national standards can be an actual measure by which student performance can be judged. It is hoped that the rising tide of both national and international interest in having an increasingly health literate population will inspire members of the profession to be creative in the development of educational approaches, strategic partnerships, and funding to put strong systems of teacher preparation in place for the future.
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Pereira, Samantha, Juliana Nunes Santos, Maria Aparecida Nunes, Moisés Gonçalves Oliveira, Tâmara Simone Santos, and Vanessa de Oliveira Martins-Reis. "Health and education: a partnership required for school success." CoDAS 27, no. 1 (February 2015): 58–64. http://dx.doi.org/10.1590/2317-1782/20152014053.
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PURPOSE: To investigate the association between home environment resources and the school performance of children from a public school in Belo Horizonte, Brazil, enrolled in the fourth year of the second cycle of Elementary School. METHODS: This is a cross-sectional descriptive study in which 48 children aged between 8 and 12 years old participated. It included 28 boys, 20 girls, and their respective guardians. The children were evaluated in hearing and school performance regarding reading, writing, and arithmetic. In the home environment, the resources that promote proximal processes, activities that indicate stability in family life, parent's practices that promote a family-school connection, the resources that may contribute to the development of academic learning, the child's health, the presence of altered communication, family literacy, and socioeconomic data were assessed. RESULTS: There is a relationship between the home environment resources and the academic performance in reading and writing (for all categories of the Home Environment Resources Scale, HERS). The statistical relationship between performances in arithmetics was found in two of HERS' categories: home environment resources and family-school connection. CONCLUSION: The home environment influenced the learning development of the assessed children.
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Maksymchuk, B., T. Branitska, I. Demchenko, O. Zharovska, M. Semko, L. Filonenko, M. Yuzyk, and I. Maksymchuk. "Elementary school teacher’s pedagogical work of health direction." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 1(121) (January 29, 2020): 63–70. http://dx.doi.org/10.31392/npu-nc.series15.2019.1(121)20.12.
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The development of the Ukrainian democratic state requires the creation of a qualitatively new national education system in order to ensure revival of intellectual and spiritual potential of the Ukrainian people. Teacher’s personality formation in this aspect is a complex multifaceted process. Education is one of the main problems of theory and practice of pedagogical education. Pedagogical activity in the field of pupils’ physical education is a specific form of activity aimed at the realization by elementary school teacher as constructive, communicative, organizational and cognitive functions of his professional activity. Elementary school teacher’s pedagogical work is characterized by a variety of professional responsibilities, which every teacher must be able to perform in a qualified manner. It demands from a teacher of high focus on the qualitative solution of pedagogical tasks (improving, educational, and educative) in physical education of pupils and also ethical communication with pupils, colleagues on service, parents of pupils. Pedagogical work of physical culture teacher at elementary school in consists in ability to realize aims, to unleash tasks on physical education of pupils. General and aged tasks of physical education are highlighted. General tasks of physical education, such as "strengthening of pupils’ health", "versatile physical development" "hardening of pupils" pass through the whole process of physical education from the 1st to the 4th grade. Pedagogical technology of elementary school teacher reflects tactics of implementation for educational technologies, is based on knowledge of the regularities of functioning the system "teacher - environment - student" in certain conditions of study (individual, group, collective, mass, etc.). Common features and patterns of implementation for the educational process regardless of the specific educational discipline is inherent it. A teacher turns into a public figure responsible for each student during all years of his work at school, having realized the main directions of professional work - study, upbringing and development of pupils, ensuring diverse physical development of a child.
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Clayton, Heather B., Nancy D. Brener, Lisa C. Barrios, Paula E. Jayne, and Sherry Everett Jones. "Professional Development on Sexual Health Education Is Associated With Coverage of Sexual Health Topics." Pedagogy in Health Promotion 4, no. 2 (July 11, 2017): 115–24. http://dx.doi.org/10.1177/2373379917718562.
Full textAbstract:
Background. Sexual health education plays a vital role in preventing adverse consequences of sexual behavior. Data are limited on how professional development (PD) for teachers is associated with teaching sexual health content. Method. We used data from the 2014 School Health Policies and Practices Study, a cross-sectional survey that included a nationally representative sample of middle and high school health education courses ( n = 328; 96.2% of those sampled). We examined whether teacher characteristics and receipt of PD on four sexual health domains (human sexuality and the prevention of pregnancy, HIV, and sexually transmitted diseases) were associated with teaching those four domains and whether PD was associated with teaching specific topics within each domain. In a second set of analyses, we compared the difference in coverage of specific topics by receipt of PD among only the teachers who reported teaching the domain. Results. The prevalence of teaching sexual health content was higher among courses in which teachers had a degree in health education or were certified to teach health education. A robust relationship between teachers’ receipt of PD and the teaching of nearly all sexual health topics as well as an increase in the mean number of topics taught and the time devoted to the domain was demonstrated. Conclusions. PD has a positive impact on the coverage of sexual health topics among middle and high school courses. These data suggest a need for more PD on sexual health education content to ensure that sexual health topics are taught in the classroom.
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Brown, Jackie, Robert Busfield, Alison O’Shea, and Joanne Sibthorpe. "School ethos and personal, social, health education." Pastoral Care in Education 29, no. 2 (June 2011): 117–31. http://dx.doi.org/10.1080/02643944.2011.573491.
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