Health-Promoting School Culture: How Do We Measure It and Does It Vary by School Neighborhood Deprivation?

Autor/inn/en	Kalubi, Jodi; Riglea, Teodora; O'Loughlin, Erin K.; Potvin, Louise; O'Loughlin, Jennifer
Titel	Health-Promoting School Culture: How Do We Measure It and Does It Vary by School Neighborhood Deprivation?
Quelle	In: Journal of School Health, 93 (2023) 8, S.659-668 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalubi, Jodi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13304
Schlagwörter	Foreign Countries; Health Promotion; Intervention; School Culture; Elementary Schools; Educational Environment; Teacher Role; School Role; Teacher Attitudes; Parent Participation; Community Involvement; Leadership Styles; Principals; Socioeconomic Status; Disadvantaged; Neighborhoods; Canada + Suchen Sie Ihr Suchwort? Ausland; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Schulkultur; Schulleben; Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Lehrerverhalten; Elternmitwirkung; Führungsstil; Principal; Schulleiter; Socio-economic status; Sozioökonomischer Status; Neighbourhoods; Nachbarschaft; Kanada
Abstract	Background: The context in which school-based health-promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation. Methods: Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood. Results: Factor loadings supported the content of the school culture measures and Cronbach's alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased. Implications for School Health Policy, Practice, and Equity: Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement. Conclusion: The measures developed herein can be used to investigate school culture and interventions for health equity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01