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Article
Publication date: 1 December 1994

Mary Hamblett

Summarizes the aims of school health education, emphasizing theimportant role which teachers have in relaying health educationmessages. Reviews studies which have examined the…

1279

Abstract

Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.

Details

Health Education, vol. 94 no. 5
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 1 April 2003

Martha Apostolidou and David Fontana

In light of expert opinion that health education should be integrated into the school curriculum, rather than taught only as a separate unit, it is desirable that all teachers…

913

Abstract

In light of expert opinion that health education should be integrated into the school curriculum, rather than taught only as a separate unit, it is desirable that all teachers have adequate knowledge and understanding of the subject. The present research investigated attitudes of a representative sample of Greek Cypriot serving teachers towards health education, together with their views on related matters such as the value of contributions from outside bodies and the availability of finance and resources. Results suggest that teachers are generally very positive towards health education, but regard initial and in‐service training provision as inadequate and causing manifest confusion in their understanding of many key issues. Implications emerge for future teacher training programmes.

Details

Health Education, vol. 103 no. 2
Type: Research Article
ISSN: 0965-4283

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Article
Publication date: 26 July 2023

Gokhan Agac, Ferit Sevim, Omer Celik, Sedat Bostan, Ramazan Erdem and Yusuf Ileri Yalcin

The metaverse offers great potential for creating a new educational environment with unique experiences. Currently, it has been integrated into many stages of education, including…

Abstract

Purpose

The metaverse offers great potential for creating a new educational environment with unique experiences. Currently, it has been integrated into many stages of education, including classroom study aids, clinical skill interaction and image training simulators, thanks to a new generation of Internet applications. This paper aims to provide a comprehensive systematic review using bibliometric analysis on the metaverse in health education and analyze the trends and patterns of research output within the field.

Design/methodology/approach

The paper conducts bibliometric analysis and follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a rigorous and transparent review process. Specifically, this article identifies research questions, develops a data-collection strategy and establishes a screening approach that includes determining relevant keywords and applying inclusion and exclusion criteria.

Findings

A bibliometric analysis is conducted comprising 231 studies from 145 scientific journals to assess the trends, patterns and collaboration networks in research on the use of metaverse technology in health education. This paper provides insights into the research themes, publication trends and countries leading in this field, which can guide future research in this field.

Originality/value

The use of metaverse technology in health education has gained momentum in recent years. Despite this interest, comprehensive studies to review and analyze the existing literature on this topic systematically are lacking. In response, this paper provides a systematic review that explores the potential role of the metaverse in health education. By considering the current research, key trends, research hotspots and opportunities for future investigations are identified. The findings not only shed light on the current state of research but also offer guidance for advancing this exciting field.

Details

Library Hi Tech, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0737-8831

Keywords

Article
Publication date: 6 November 2018

Grace Spencer, Philip Hood, Shade Agboola and Catherine Pritchard

Children’s health and life chances are affected by many factors, with parents and schools holding influential roles. Yet relatively little is known about parental engagement in…

1566

Abstract

Purpose

Children’s health and life chances are affected by many factors, with parents and schools holding influential roles. Yet relatively little is known about parental engagement in school-based health education and specifically, from the perspectives of health and education professionals. The purpose of this paper is to examine professionals’ perspectives on parental engagement in school-based health education.

Design/methodology/approach

An exploratory qualitative study was conducted with ten health, education and local authority professionals from a socio-economically deprived area in England. Semi-structured interviews explored the role of professionals within the school health curricula, roles that parents played in school health, and barriers and enablers to parental engagement in school health education.

Findings

Reported barriers to engagement related to assumptions about parents’ own health behaviours, impacts of funding and inspection regimes, and protected time for health within the school curriculum. Enablers included designated parental support workers based in the school, positive role modelling by other parents, consultation and engagement with parents and a whole school approach to embedding health within the wider curriculum.

Practical implications

Findings from this study suggest the importance of building meaningful partnerships with parents to complement school health education and improve child health outcomes.

Originality/value

This paper addresses an important gap in the research on parental engagement in school-based health education from the perspectives of health and education professionals. Effective partnerships with parents are crucial to the success of school health education.

Details

Health Education, vol. 118 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 2 October 2017

Aida Terron, Josep M. Comelles and Enrique Perdiguero-Gil

The purpose of this paper is to analyse the evolution and characteristics of health education in schools in Spain during the dictatorship of General Franco (1939-1975).

Abstract

Purpose

The purpose of this paper is to analyse the evolution and characteristics of health education in schools in Spain during the dictatorship of General Franco (1939-1975).

Design/methodology/approach

The analysis of two kinds of sources has been performed. First, the reports from international organizations on health education in schools published in the 1950s and 1960s. Second, journals, books and official documents published by public health and education organizations in Franco’s Spain.

Findings

Health education in schools evolved in three stages under Franco’s dictatorship. In the first stage (1939-1953), Spanish schools maintained an outdated “school health” approach in the teaching programmes. In the second stage (1953-1965), the agreements with the USA in 1953 ended Spanish isolation, and the regime sought to follow the recommendations of international organizations. Efforts were made to “import” the WHO/UNESCO version of health education in schools but it failed to materialize. A programme that sought to enhance citizen participation and to acknowledge their idiosyncrasies was unlikely to prosper in a dictatorship. However, the less threatening food and nutrition education programme, encouraged by the FAO/UNICEF, did succeed. In the last stage (1965-1975), the Spanish education system entered a period of modernization in which the contents and methods of health education in schools were reformed in order to introduce the less conflictive aspects of the international recommendations.

Originality/value

The paper highlights the tensions between the aspirations to follow international programmes and the recommendations on health education in schools and the difficulties of implementing such schemes under a dictatorship.

Details

History of Education Review, vol. 46 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 2 October 2017

Deana Leahy, Dawn Penney and Rosie Welch

Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been…

Abstract

Purpose

Public health authorities have long regarded schools as important sites for improving children and young people’s health. In Australia, and elsewhere, lessons on health have been an integral component of public health’s strategy mix. Historical accounts of schools’ involvement in public health lack discussion of the role of health education curriculum. The purpose of this paper is to redress this silence and illustrate the ways health education functioned as a key governmental apparatus in Victoria in the 1980s.

Design/methodology/approach

The paper draws on governmentality studies to consider the explicit governmental role of official health education curriculum in the 1980s in Victoria, Australia. The authors conduct a discourse analysis of the three official curriculum texts that were released during this period to consider the main governmental rationalities and techniques that were assembled together by curriculum writers.

Findings

School health education functions as a key governmental apparatus of governmentality. One of its major functions is to provide opportunities to responsibilise young people with an aim to ensure that that they can perform their duty to be well. The authors demonstrate the central role of policy events in the 1970s and how they contributed to conditions of possibility that shaped versions of health education throughout the 1980s and beyond. Despite challenges posed by the critical turn in health education in the late 1980s, the governmental forces that shape health education are strong and have remained difficult to displace.

Originality/value

Many public health and schooling histories fail to take into account insights from the history of education and curriculum studies. The authors argue that in order to grasp the complexities of school health education, we need to consider insights afforded by curriculum histories. Historical insights can provide us with an understanding of the changing approaches to governing health in schools.

Details

History of Education Review, vol. 46 no. 2
Type: Research Article
ISSN: 0819-8691

Keywords

Article
Publication date: 6 June 2016

Michael James Ormshaw, Sami Petteri Kokko, Jari Villberg and Lasse Kannas

The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based…

1022

Abstract

Purpose

The purpose of this paper is to utilise the collective opinion of a group of Finnish experts to identify the most important learning outcomes of secondary-level school-based health education, in the specific domains of physical activity and nutrition.

Design/methodology/approach

The study uses a Delphi survey technique to collect the opinions of a group (panel) of Finnish experts. A list of learning outcomes was compiled via an extensive literature review of documents from all levels of health education (physical activity and nutrition) policy development and implementation. A general inductive analysis method was conducted, resulting in education themes which were then compiled into health literacy-constructed learning outcomes to present to the panel in the two Delphi rounds.

Findings

The study question is answered in the form of a ranked list of the 24 most important learning outcomes of physical activity and nutrition education in Finnish schools. The analysis of variance pair-wise comparisons with Bonferroni indicated that six items were statistically possibly more important than the 18 others. The three most important items being: first, understand the importance of a varied and balanced diet; second, the ability to analyse their own lifestyle; third, understand the link between physical activity and health. The study also identified topics/themes which could be either under-represented or over-represented in the current literature and teaching.

Originality/value

This study is the only one of its type, and researches an as yet unknown area of health education. The value of this study lies in its role in the further development of school health education, in terms of identifying the “most important” contemporary issues to teach in the classroom, and may also be used as a topic prioritisation and curriculum planning tool.

Details

Health Education, vol. 116 no. 4
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 23 March 2021

Rachael Dixon and Jenny Robertson

The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in…

1186

Abstract

Purpose

The COVID-19 pandemic has provided us a striking demonstration that the future is dynamic, unpredictable, complex and volatile. It is increasingly important that those working in the field of school-based health education reimagine the possibilities and potential of the subject to rise to the challenges presented and make a difference in learners' worlds. In this paper we explore the potential of health education learning to contribute to aspects of the Organization for Economic Co-operation and Development's (OECD's) Learning Compass 2030 from our perspective in Aotearoa New Zealand. This is a learning framework that uses the metaphor of navigation to demonstrate the competencies young people need in order to thrive in the world and has a significant focus on wellbeing for people and society (OECD, 2019).

Design/methodology/approach

We explore the links between the learning compass and a socio-critical approach to secondary school-based health education learning opportunities by producing and refining our own knowledge of the learning contexts and experiences that could potentially contribute to the elements of compass. We present this as dialogue produced through asynchronous online conversations between the paper's two authors across a three-month period in 2020 – a method befitting our COVID-19 times.

Findings

After employing a deductive thematic analysis we found extensive links between health education learning and aspects of the compass which are congruent with the notion that it is more about how the subject is taught than what is covered in a socio-critical health education. We communicate our findings by organising them into three themes that arose for us in analysis: learners' capability to understand the world, navigate the world and change the world.

Originality/value

We conclude the paper with key questions to consider if we are to reimagine school-based health education in order for learning experiences in the subject to enrich learners' understanding of how to navigate the complex and uncertain times they will face across their lives.

Details

Health Education, vol. 122 no. 1
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 5 February 2018

Marty Martinson and John P. Elia

The purpose of this paper is to critically examine school health education in the USA and present alternative approaches for more critical and comprehensive health education.

Abstract

Purpose

The purpose of this paper is to critically examine school health education in the USA and present alternative approaches for more critical and comprehensive health education.

Design/methodology/approach

An ecological model framework is used to identify the limitations and opportunities for improvement in school health education in the USA. An argument is made for school health education that embraces ecological approaches, political economy theory, and critical pedagogies.

Findings

US schools have been tasked with providing health education that is primarily rooted in individualistic approaches. Often missing from this education is recognition of the social and structural determinants of health that greatly influence one’s ability to practice the health behaviors promoted in schools. This raises pedagogical and ethical concerns, which can be addressed by teaching health education that is grounded in ecological and political economy understandings of health and in critical pedagogies that allow students to more comprehensively and accurately understand health, how their worlds influence health, and their agency within those worlds.

Practical implications

This paper offers justification for a critical model of school health education and for the professional preparation of school health educators that is grounded in critical pedagogy and ecological approaches.

Originality/value

This work complements other research on critical health education by adding explicit integration of the ecological model and the political economy theory within critical pedagogies.

Details

Health Education, vol. 118 no. 2
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 15 January 2021

Rachael Dixon, Gillian Abel and Lisette Burrows

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification…

Abstract

Purpose

In Aotearoa New Zealand, Health Education is socio-critical in orientation and is offered as a subject that can offer credits towards the national secondary school qualification. The purpose of this paper is to explore the learning experiences of people who studied Health Education to the final level of secondary schooling in Aotearoa New Zealand. The authors focus specifically on how the subject is taught; or the pedagogical practices that are “put to work” in the Health Education learning environment.

Design/methodology/approach

Using in-depth interviews as the authors’ method of data production, they experiment with a post-qualitative approach to analysis while traversing the theoretical terrain of new materialism. In doing so, they explicate the non-human and human elements that are arranged in a pedagogical assemblage – and explore what these elements can do.

Findings

The authors found that an array of pedagogical practices were put to work in the senior secondary school Health Education classroom: Student-centred approaches, a non-judgemental and energetic tone to teaching, deployment of human and non-human resources, and students connecting with the community. The authors argue that these practices open up possibilities for a critical Health Education.

Practical implications

This research addresses an empirical gap in the literature by focusing on Health Education in the senior secondary levels of schooling. The findings in this paper may provide readers who are Health Education teachers with ideas that could be of material use to them in their teaching practice. In terms of implications for researchers, the authors demonstrate how putting “new” theory and methodological approaches to work in the area of school-based Health Education can produce novel ways of thinking about the subject and what it can do.

Originality/value

The shifting nature of the pedagogical assemblage can ignite new ways of thinking about teaching practice in the Health Education classroom and the capacities that result for learners. In combination with a post-qualitative approach to analysis, the paper provides a novel approach to exploring Health Education.

Details

Health Education, vol. 121 no. 2
Type: Research Article
ISSN: 0965-4283

Keywords

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