The Health Promoting Schools Framework: Known Unknowns and an Agenda for Future Research

Autor/inn/en	Langford, Rebecca; Bonell, Christopher; Komro, Kelli; Murphy, Simon; Magnus, Daniel; Waters, Elizabeth; Gibbs, Lisa; Campbell, Rona
Titel	The Health Promoting Schools Framework: Known Unknowns and an Agenda for Future Research
Quelle	In: Health Education & Behavior, 44 (2017) 3, S.463-475 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198116673800
Schlagwörter	Health Promotion; Intervention; Outcomes of Education; Health Education; Guidelines; International Organizations; Correlation; Educational Attainment; Physical Health; Mental Health; Sexuality; Substance Abuse; Violence; Obesity; Behavior Change; Health Behavior; Health Needs; Cost Effectiveness; Age Differences; Low Income + Suchen Sie Ihr Suchwort? Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Lernleistung; Schulerfolg; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Richtlinien; International organisation; International organisations; International organization; Internationale Organisation; Korrelation; Bildungsabschluss; Bildungsgut; Gesundheitszustand; Psychohygiene; Sexualität; Drug use; Drug consomption; Drogenkonsum; Gewalt; Adipositas; Health behaviour; Gesundheitsverhalten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Age; Difference; Age difference; Altersunterschied; Niedriglohn
Abstract	The World Health Organization's Health Promoting Schools (HPS) framework is a whole-school approach to promoting health that recognizes the intrinsic relationship between health and education. Our recent Cochrane systematic review found HPS interventions produced improvements in a number of student health outcomes. Here we reflect on what this review was not able to tell us: in other words, what evidence is missing with regard to the HPS approach. Few HPS interventions engage with schools' "core business" by examining impacts on educational outcomes. Current evidence is dominated by obesity interventions, with most studies conducted with children rather than adolescents. Evidence is lacking for outcomes such as mental or sexual health, substance use, and violence. Activities to engage families and communities are currently weak and unlikely to prompt behavioral change. The HPS approach is largely absent in low-income settings, despite its potential in meeting children's basic health needs. Intervention theories are insufficiently complex, often ignoring upstream determinants of health. Few studies provide evidence on intervention sustainability or cost-effectiveness, nor in-depth contextual or process data. We set out an agenda for future school health promotion research, considering implications for key stakeholders, namely, national governments, research funders, academics, and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01