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Health‐related research and evaluation in school settings have grown in recent years as the needs to demonstrate accountability and effectiveness in health education and promotion have increased. The evaluation of the Wessex Healthy Schools Award (WHSA) scheme and its effectiveness in secondary schools took place between 1995 and 1998. Outlines what was planned and describes what actually happened and how the research team responded to unforeseen changes in the study design and implementation. Lists several recommendations for health or education personnel contemplating, or about to start, school‐based health education and promotion, arising from the WHSA evaluation experience.

Perceptions of climate change are strongly influenced by visual cues and images. Many universities have made significant steps towards decarbonisation, yet these often remain hidden from the campus community. This study aims to explore the hidden curriculum of climate change on campus and compare participants’ images of sustainability on campus with those on university websites.

This research was underpinned by a critical realist perspective using innovative visual research methods including auto-photography and photo-elicitation to enable deep understanding of perceptions of sustainability and climate change on campus. Grounded visual pattern analysis (GVPA) was used to analyse campus photos and compare them to images used on university websites.

Findings suggest that staff and student images more strongly encapsulated tensions between humans and nature than website photos, but that the latter included more evidence of social sustainability. Neither image set expressed climate change issues effectively; the invisibility of university decarbonisation activities represents a lost opportunity for learning.

This research uses novel visual methodologies and analysis (GVPA) with potential for wider use in sustainability research. This study offers new insights into the importance of the hidden curriculum of sustainability in higher education and the difficulties of making climate change visible on campus.

Prisoners are supposed to receive health care that is equivalent to that provided in the community. There is a high prevalence of mental ill health in prisons, and prisoners tend to have complex needs. Prison mental health care has received only limited attention until recently. The impact of the new in ‐reach teams appears to have been positive, but primary mental health care is weak across the prison estate and the vast majority of prisoners with mental health problems still receive little or no service. The development of prison mental health care has not been evidence‐based and there has been no policy implementation guidance that compares to that provided for reforms in services for the wider community. There is no model for prison mental health care and the role of the prison mental health practitioner is not well defined, nor is the health care workforce prepared for the task.

ONE of the highlights of British production in recent years has been the enormous advances made in aircraft design and production and the consequent lead given us in the market for commercial airliners. This has been achieved despite the fact that up to 75 per cent of the total cost of an airliner may be spent on labour.

Food consumption is a result of a choice that is influenced by economic status, society, culture, psychosomatic elements (Bisogni et al., 2002) and religious factors (Dewan, 2017) creating an identity based on one's beliefs (Mennell et al., 1992). Although many versions exist, this diet is often established on an ideology to abstain from using animals for dietary needs (Smart, 2004). There has been much research to explore vegetarian motivation and impacts of this diet on health; however, first-hand accounts are few.

Autoethnography was undertaken to understand my experience as a vegetarian living within a primarily meat consuming country. The theoretical framework driving the research uses social cognitive theory (SCT), the transtheoretical model (TTM) and ethical theory to address the vegetarian experience and emotions generated through such encounters.

Data collected, including conversations, headnotes and teaching material, were transcribed and categorised into four emerging themes including vegetarian experience, culture, identity as an educator; and impacts of beliefs. The author also discusses the motives for converting to vegetarianism and the experiences that came with behavioural change. Obstacles and opportunities presented by living in a dominant meat society are explored and the author’s influence on others as an educator, as a citizen in society and as a member of a family.

Being new to autoethnography proved to be a limitation in the study.

This research may prove useful for researchers to gain an insider's view of a vegetarian's experience, and how the lifestyles impact students and others in a social context from the author's perspective.

Autoethnography regarding vegetarianism from an educator's perspective is lacking and hence may give an insight to help fill the literature gap and change perspectives towards the vegetarian community.

Autoethnography regarding vegetarianism from an educators perspective is lacking; hence, this would be a valuable insight to add to the literature gap.

The adverse effects on environmental sustainability, human health and animal welfare are often cited as the main reasons for reducing animal-based meat production and consumption. This study explored the food choice motives that determine consumer attitude toward plant-based meat (PBM) as a sustainable meat alternative. The theory of planned behavior (TPB) was applied to further determine whether an individual’s attitude toward PBM, subjective norms and perceived behavioral control influence their willingness to try novel meat substitutes (i.e. PBM). Finally, the moderating effect of meat attachment was also considered.

Online self-reported questionnaires were administered in Taiwan, and 294 valid questionnaires were collected. Structural equation modeling (SEM) and moderated regression were employed for analysis.

The results clarified the food choice motives that influenced consumer attitude toward PBM and revealed that attitude and subjective norms pertaining to trying PBM explained up to 35.03% of the variance in consumer willingness to try PBM. Notably, consumer meat attachment moderated the positive relationship between consumer attitude toward PBM and willingness to try PBM such that it became negative.

On the basis of the empirical findings regarding the food choice motives that influence consumer attitude and willingness to try PBM, this study provided practical implications for marketers seeking to increase consumer willingness to try PBM.

The main theoretical contribution of this research is that food choice motives should be considered in a TPB model to explain consumer willingness to try PBM. The moderating effect of consumer meat attachment should also be considered.

Health-promoting schools have been associated with improvements in the health status of students globally. This study is a secondary analysis study assessing Iranian HPSs.

This was a cross-sectional study on routinely collected data using an external audit 63-item checklist, which was utilized to evaluate 440 HPSs between 2014 and 2017. The mean score for each of the checklists' components was calculated. Nonparametric tests were conducted to investigate the association between the presence of a school caregiver, students' educational level and the school's score.

While the number of five- and four-star schools increased significantly, one- to three-star schools declined. Providing clinical and counseling services had negative growth. Despite the steady growth of the staff's health, this category still had the lowest score among; on the contrary, physical activity had the highest score in 2017. The presence of a full-time school caregiver and middle schools were both significantly correlated with achieving higher scores (p < 0.005).

It seems that in addition to developing school facilities to promote physical activities, measures should be taken to promote access to counseling services, considering health issues of students and staff and finally increasing the number of full-time school caregiver

The purpose of this paper is to assess the implementation of the Welsh Network of Healthy School Schemes (WNHSS) at national, local and school levels, using a systems approach drawing on the Ottawa Charter.

The approach takes the form of a single‐case study using data from a documentary analysis, interviews with Healthy Schools Co‐ordinators (n=23) and stakeholder (n∼93) discussion of interim findings at three regional workshops.

There was almost universal adherence to a national framework based on Ottawa Charter principles. Substantial progress had been made with advocacy and mediation, although the framework provided less specific guidance regarding enablement. All‐Wales training for co‐ordinators, the commitment of co‐ordinators to working across administrative and professional boundaries, and support from local education and health partnerships, were important determinants of healthy school schemes' growth and efficiency. Primary schools were more successful than secondary schools in embedding health‐related changes.

Although findings are largely based on indirect evidence, the use of a social‐ecological model of evaluation provided valuable insights into implementation processes at multiple levels. Findings suggest that strong national support benefits programme development and dissemination and should include effective monitoring of local performance. The national strategic environment was influential at all levels of programme implementation. Priorities for further research include application of the social‐ecological model and organisational theory to investigate indicators of sustainability and influences on inequalities in health in school health promotion programmes.

The review illustrates the importance of evaluating health promotion programmes at multiple levels using a systems approach.

The paper seeks to report the impact of a partnership training intervention on trainee teachers' confidence to teach Personal, Social and Health Education.

This intervention required trainee teachers to work in 15 groups of four across subject disciplines. Each group was required to negotiate, plan and deliver their intended lesson on PSHE in a partnership school. The initiative was evaluated on a pre‐ and post‐test basis by getting each trainee to complete a PSHE Key Skills Confidence Scale that consisted of 45 items, 25 pertaining to working together and 20 to communication.

Results revealed a significant change in trainees' confidence in all of the key PSHE‐related skills. Trainee teachers reported increased confidence in “agreeing what else could have been done to improve working relationships and methods”, “using role play strategies”, “reaching agreement on whether or not the activity fulfilled its objectives”, “considering strategies that will empower pupils to make informed choices about their health”, “determining pupils' attitudes and views of health and healthy living”; “ensuring that pupils received information about the factors which affect health”, “identifying factors that influenced the learning outcome”, and “encouraging pupils to be assertive and resist unwanted peer pressure and other influences”.

It is recommended that all trainee teachers are assessed on their ability to deliver and evaluate PSHE lessons as part of the award of Qualified Teacher Status. Furthermore, it is essential that trainee teachers receive specific resistance/life skills training as part of their initial and continuing professional development.

The purpose of this paper is to examine the role of two higher education institutions in the Western Cape, South Africa, and how their initiatives and collaboration brought about a particular health promoting schools (HPS) program in a resource poor setting. The aim of this paper is to reflect on the importance of the role that external systemic actors and stakeholders can play in the process of designing and implementing HPS programs in resource poor settings.

In this paper a complex systems approach is employed to describe two different participatory methods of engagement with HPS by higher education institutions. On the one hand, engagement took place in terms of a formal and funded project, directed at the organizational level of the school, with capacity building as its aim. On the other hand, engagement was initiated informally (as part of a service-learning project) via collaboration with the formal project, directed at the individual level of learners in the school.

In recognizing the complex nature of planning and implementing HPS programs, the paper demonstrates that HPS approaches could benefit from engaging with resources outside the ambit of institutional health and educational policies and structures.

By acknowledging the systemic nature of implementing HPS strategies, novel collaborations emerge as a result. The paper highlights the important role that external stakeholders such as higher education institutions play in creating and sustaining tailor-made HPS programs for schools based in resource poor settings.