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Attention on world migration has mostly focused on economic and inter-personal impacts, leaving a large gap in our understanding of how migration can affect migrants’ health. The purpose of this paper is to illustrate how the interdependent experiences of skilled migrants, as they undertake the latter part of their journey of skilled migration and resettle into their adopted homeland, can be conceptualised as a structural determinant of health.

In this qualitative study, semi-structured interviews collected data on skilled migrants’ experiences, including health impacts, related to their migration to Tasmania, Australia. A social determinants of health (SDOH) framework and Bourdieu’s theory of practice were applied to interpret the findings.

In total, 16 skilled migrants, from several nations and occupations, provided wide-ranging accounts of social inclusion and exclusion, and frequently reported experiencing psychological stress. There were also some reports of improved mental health. The migration process shapes life’s chances and choices. Many migrants reported access to important social, economic and cultural resources, however, good health was also impeded by equally significant systemic barriers.

The sample is small and confined to a geographically isolated location, and did not include all types of skilled migrants.

Countries resettling skilled migrants should modify systems to promote rather than inhibit wellbeing, e.g. government and industry partnerships to facilitate employability and enhance access to supportive information about the migration process.

This is the first known study to link Bourdieu’s theory to SDOH relevant to skilled migrants. This approach helped reveal the prominence of structural factors beyond the control of migrants but potentially modifiable by the host country. This study illustrates the importance of examining both positive and negative health outcomes associated with migration, and how these factors relate to theory and policy.

This paper seeks to discuss the rationale of the newly reformed health education curriculum in Cyprus, which aspires to enable not only teachers, but also all the school personnel, to work from the perspective of health promotion. It is a curriculum which moves from the traditional approach of health education focusing on individual lifestyle/behaviour modification into approaches that recognise and tackle the determinants of health.

The paper critically discusses the structure and the content of the learning objectives of this curriculum that encourages teachers to work in a health promoting way.

The central goal of this curriculum is to enable students and schools to act as health agents, addressing the structural determinants of health and promoting environmental changes. The optimum level for all topics of the curriculum is achieved through learning objectives, which concern three interconnected levels. These are: “investigating determinants of health”, “practising action competency skills for health” and “achieving changes in favour of health”. All levels are means as well as end products in terms of the curriculum objectives.

The outcome of the development of the health education curriculum acts as a guide for school interventions, through a methodological framework, which encourages participants to identify and promote environmental changes that facilitate healthy choices. This is of significance to those working in the field of health promotion and who seek to establish a new language of health promotion that goes beyond the pervasive discourse of individual lifestyles.

The implementation of the particular health education curriculum will promote not only health in the school community but also in the local community. This is because a key principle which underlies the curriculum is the involvement of the students, school staff, family and community in everyday health promotion practice. It also promotes the development of partnerships among them.

This is an innovative curriculum for Cyprus, based on health promotion and health education principles, but at the same time taking in account the local socio‐cultural and political perspective. This curriculum may be applicable to other European countries.

Epidemiology is often described as “the basic science of public health” (Savitz, Poole & Miller, 1999; Syme & Yen, 2000). This description suggests both a close association with public health practice, and the separation of “pure” scientific knowledge from its application in the messy social world. Although the attainability of absolute objectivity is rarely claimed, epidemiologists are routinely encouraged to “persist in their efforts to substitute evidence for faith in scientific reasoning” (Stolley, 1985, p. 38) and reminded that “public health decision makers gain little from impassioned scholars who go beyond advancing and explaining the science to promoting a specific public health agenda” (Savitz et al., 1999, p. 1160). Epidemiology produces authoritative data that are transformed into evidence which informs public health. Those data are authoritative because epidemiology is regarded as a neutral scientific enterprise. Because its claims are grounded in science, epidemiological knowledge is deemed to have “a special technical status and hence is not contestable in the same way as are say, religion or ethics” (Lock, 1988, p. 6). Despite the veneer of universality afforded by its scientific pedigree, epidemiology is not a static or monolithic discipline. Epidemiological truth claims are embodied in several shifting paradigms that span the life of the discipline. Public health knowledges and practices, competing claims internal and external to epidemiology, and structural conditions (such as current political economies, material technologies, and institutions) provide important contexts in which certain kinds of epidemiological knowledge are more likely to emerge.

This paper aims to report findings from the first year of the Vanguard Laundry evaluation study, which explores the impacts of a work integration social enterprise (WISE) on health.

Drawing on social determinants of health (SDH) conceptual framework, a mixed-methods longitudinal case study is used to evaluate the health impacts of a WISE employing people with lived experience of mental illness. In stage one of this study, 31 participants including staff and managers completed semi-structured interviews, validated health and well-being measures and a questionnaire based on the organisation’s theory of change. Quantitative data were analysed descriptively, and qualitative data are analysed thematically.

Data provided further evidence of the conceptualised WISE pathways for impact on SDH through employment, social integration, increased income, improved social position and living conditions. While social enterprise (SE) beneficiary staff had lower well-being scores than other staff members and management, the majority reported improved health, increased social supports and enhanced well-being through improved material conditions and increased sense of purpose, confidence and social connection.

Stage one of this study relied on self-reported data. Future stages will incorporate income support and health data extracted from government agencies with participant consent.

This paper responds to calls for longitudinal studies that include a range of participants and use health outcome measures to further explore how a WISE impacts health through acting on SDH.

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.

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.

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.

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.

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.

Canadian HIV/AIDS researchers, service providers and policy-makers are faced with new challenges of providing effective and inclusive care that meets the needs of the changing populations infected with and affected by HIV. Since 2005 immigrants and refugees from ethno-racial minority communities have comprised close to 20 percent of all new HIV infections in Canada. Anecdotes shared by PLWHAs and service providers indicated that mental health challenges faced by newcomer PLWHAs was a priority concern for HIV prevention, treatment and care. This paper reports on the results of an exploratory study, which examined the complex factors that influence the mental health of immigrants and refugees living with HIV/AIDS (IR-PLWHAs).

This exploratory study is informed by a critical social science paradigm, which acknowledges that the everyday reality is shaped by interlocking systems of social processes and unequal power relations. The paper used a qualitative interpretative design and focus groups to explore the intersecting effects of living with HIV/AIDS, migration and settlement, and HIV stigma and discrimination on the mental health of IR-PLWHAs.

The paper found that in addition to social and economic marginalization, IR-PLWHAs experienced multiple stressors associated with their HIV status: neurocognitive and physical impairments, HIV stigma and discrimination, and fear of deportation. The paper also found that the experiences of stigma and discrimination among IR-PLWHAs were complex and contextual, closely linked to their social positions defined by the intersecting dimensions of race, class, gender, citizenship, sexualities, body norms, and HIV status. The paper concludes that effective HIV prevention, treatment and care, and mental health promotion in newcomer and ethno-racial minority communities must consider the bio-psycho-social connections of different stressors and the interlocking systems of oppression faced by IR-PLWHAs.

This study was exploratory in nature with a small number of participants who were recruited through AIDS organizations in Toronto. Consequently, the recruitment strategy may reach only those who were connected to the AIDS organizations. The paper believes that IR-PLWHAs who were not connected to the AIDS organizations might experience even more social exclusion and marginalization. These factors may limit the transferability of this study.

This is the first study that explores the bio-psycho-social connections and intersecting determinants of mental health among immigrants and refugees living with HIV and AIDS in Canada. The results of this study contribute to cross-sector dialogue among practitioners and researchers in the HIV/AIDS, mental health, and immigration and settlement services sectors.

Health promotion can fall into a victim blaming approach and put social pressure on particular students who could be marginalized due to their personal, economical, cultural, social or ethnic characteristics, for example, students who are obese, drug users or HIV carriers. The purpose of this paper is to present and discuss ways in which the design of the newly reformed Cyprus Health Education Curriculum (CHEC) attempted to protect learners from victim blaming.

The paper describes and reflects on the learning objectives, teaching methods and teaching activities of the CHEC.

The paper gives specific examples of how the design of the CHEC attempts to ensure that the curriculum does not promote victim blaming. It describes learning objectives, content, suggested teaching methods and activities from three thematic areas of the curriculum which are particularly susceptible to victim blaming: “food and health”, “emotional health” and “family planning, sexual and reproductive health”. It discusses how the design of the CHEC attempts to encourage educators to address the underlying social and environmental determinants of health and thus avoid stigmatization.

The paper can be useful for curriculum designers and school educators. It describes how the design of a health education curriculum and health education lessons can refrain from burdening the individual with total personal responsibility for health behaviour and lifestyle.

Understanding and implementing the basic learning themes and objectives of the CHEC has social and community implications. It promotes collective responsibility, emphasizing a non-blaming and community approach. The design of the CHEC challenges the idea of free choice, acknowledges the social determinants of health and promotes students’ empowerment as active members of society.

The originality of this paper lies in the description and reflection of the design of the first health education curriculum in Cyprus, which attempts to secure learners from victim blaming in its implementation. The aspects of the design of the CHEC described in this paper may be applicable to other European countries.

This paper aims to explore smokefree prison policy, from the perspective of people in custody in Scotland.

In total, 77 people in custody in Scotland were interviewed in the period leading up to implementation of a nationwide prison smokefree policy. Data were thematically analysed to identify the diversity of views and experiences.

Participants described a widespread awareness in prisons of plans to implement a smokefree policy from 30 November 2018. Opinions about smokefree prisons varied among participants based on perceptions of the fairness, and anticipated positive and negative consequences of removing tobacco from prisons. At the time of the interviews, people in custody were responding to the impending smokefree policy, either by proactively preparing for the smokefree rule change or by deploying avoidance strategies. Participants described opportunities and challenges for implementing smokefree policy in prisons across three main themes: the role of smoking in prison, prison smoking cessation services and motivations for quitting smoking among people in custody.

This study exploring smokefree prisons from the perspectives of people in custody has several novel features which extend the evidence base. The findings highlight measures for jurisdictions to consider when planning to prohibit smoking in their prisons in the future. These include the need for evidence-based smoking cessation support in advance of smokefree policy, effective communication campaigns, consideration of broader structural determinants of health in prison and ongoing measures to reduce rates of return to smoking post release.

The purpose of this paper is to examine the contribution of modern correctional service in health promotion exemplified by the case study of Norwegian health promotion policies in prison settings.

This paper applies a two-fold methodology. First a narrative systematic literature review based on the Norwegian policy documents relevant for correctional settings is conducted. This is followed by a general review of the literature on the principles of humane service delivery in offender rehabilitation.

Alongside the contribution of the Risk-Need-Responsivity Model in corrections and prevention of reoffending, the findings demonstrate an evident involvement of Norway in health promotion through authentic health promoting actions applied in prison settings. The actions are anchored in health policy's overarching goals of equity and “health in all public policy” aiming to reduce social inequalities in population health.

In order to achieve a potential success of promoting health in correctional settings, policy makers have much to gain from endorsing a dialogue that respects the unique contributions of correctional research and health promotion. Focussing on inter-agency partnership and interdisciplinary collaboration between humane services may result in promising outcomes for individual, community and public health gain. The organizational factors and community involvement may be a significant aspect in prisoner rehabilitation, reentry and reintegration.

Few have studied the relationship between employment and health in the Medicaid population. The purpose of this study is to estimate the impact of job loss on the mental health of working Medicaid beneficiaries.

This study conducted a post hoc analysis of 1,538 adult Medicaid beneficiaries enrolled in a prospective cohort study. The authors matched participants who lost their job to participants who remained employed based on demographics, illness severity and social determinants of health. The authors estimated the effect of job loss on the odds of a diagnosis of depression and/or anxiety and self-reported mental health during a one-year follow-up period, stratified by prior history of depression and/or anxiety as documented in the Medicaid claims.

Among participants with no preexisting depression or anxiety, the incidence of depression or anxiety was 17% versus 7% (aOR = 2.85; 95% confidence interval (CI): 1.88 to 4.34) between those who lost versus kept their job, respectively, and the mean difference in self-reported mental health was −4.3 (95% CI: −6.02 to −2.58). Self-reported mental health was also poorer between those who lost versus kept their job among participants with preexisting depression and/or anxiety (x = −4.78 (95% CI: −8.90 to −0.66).

Limitations of this study are as follows: we may not have matched on all factors that influence retaining a job; we do not distinguish between involuntary and voluntary job loss; generalizability is limited; and employment information is based on self-report.

Our society should invest more resources into supporting low-wage workers such as Medicaid beneficiaries.

Active labor policies that connect people to jobs, help them retain their job and support skills training to secure a better quality job, could reduce health disparities in the Medicaid population.

Use of both claims and self-reported mental health information to evaluate the impact of job loss on working Medicaid beneficiaries.