A Confluence of Evidence: What Lies behind a 'Whole School' Approach to Health Education in Schools?
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| Title: | A Confluence of Evidence: What Lies behind a 'Whole School' Approach to Health Education in Schools? |
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| Language: | English |
| Authors: | Thomas, Felicity, Aggleton, Peter |
| Source: | Health Education. 2016 116(2):154-176. |
| Availability: | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Educational Methods, Health Education, Holistic Approach, Literature Reviews, Health Promotion, Sexuality, Bullying, Alcohol Abuse, Drinking, Drug Abuse, Mental Health, Student School Relationship, Access to Health Care, Barriers |
| DOI: | 10.1108/HE-10-2014-0091 |
| ISSN: | 0965-4283 |
| Abstract: | Purpose: The purpose of this paper is to contribute to the evidence base to support whole school approaches. Design/methodology/approach: The authors conduct a review of published evaluations and evidence syntheses across six areas in the international health-promoting schools literature. Findings: Although whole school approaches are often advocated in literature and policy on health-promoting schools, the evidence base for their effectiveness is partial and is often health topic specific. This paper reviews the evidence base across six different health-related areas, namely: sexual health; bullying; alcohol and drug use; mental health; school connectedness; and access to services. It identifies commonalities in learning, enabling a confluence of evidence on the factors central to the provision of effective health education and support within schools. Whilst findings endorse a whole school approach, they also suggest that some of the more subtle evidence-based principles on which such approaches are underpinned are not generally explicitly reflected in practice. Originality/value: The paper offers the first cross-topic synthesis of findings on health education effects and effectiveness in six health-related areas, to identify commonalities in learning. Findings contribute to the evidence base for the use of a whole school approach when undertaking health education in schools. |
| Abstractor: | As Provided |
| Number of References: | 73 |
| Entry Date: | 2016 |
| Accession Number: | EJ1087641 |
| Database: | ERIC |
| Abstract: | Purpose: The purpose of this paper is to contribute to the evidence base to support whole school approaches. Design/methodology/approach: The authors conduct a review of published evaluations and evidence syntheses across six areas in the international health-promoting schools literature. Findings: Although whole school approaches are often advocated in literature and policy on health-promoting schools, the evidence base for their effectiveness is partial and is often health topic specific. This paper reviews the evidence base across six different health-related areas, namely: sexual health; bullying; alcohol and drug use; mental health; school connectedness; and access to services. It identifies commonalities in learning, enabling a confluence of evidence on the factors central to the provision of effective health education and support within schools. Whilst findings endorse a whole school approach, they also suggest that some of the more subtle evidence-based principles on which such approaches are underpinned are not generally explicitly reflected in practice. Originality/value: The paper offers the first cross-topic synthesis of findings on health education effects and effectiveness in six health-related areas, to identify commonalities in learning. Findings contribute to the evidence base for the use of a whole school approach when undertaking health education in schools. |
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| ISSN: | 0965-4283 |
| DOI: | 10.1108/HE-10-2014-0091 |
