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Challenges in the development and monitoring of Health Promoting Schools

Challenges in the development and monitoring of Health Promoting Schools Schools are recognised as key settings for health promotion. This has resulted in resources being allocated specifically for the development of Health Promoting Schools. If the existing level of resourcing is to continue, mechanisms for monitoring the effectiveness of Health Promoting Schools need to be designed that are appropriate for the concept. Currently, there is an emphasis on evidence-based practice, but the difficulty lies in determining what is acceptable as evidence in the context of Health Promoting Schools, and what are the most appropriate methods for collecting this evidence. The disease-prevention approach, with its emphasis on controlled trials and discrete outcomes is not appropriate. New models must be developed that reflect the multi-variant and dynamic nature of the processes involved. Outlines principles that could guide this work and includes consideration of the some key health-promotion principles, including equity, consultation, collaboration, ownership and sustainability, linking these with some newer concepts, such as capacity building and social capital, which are proving useful in the development, monitoring and evaluation of Health Promoting Schools. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Health Education Emerald Publishing

Challenges in the development and monitoring of Health Promoting Schools

Louise Rowling
Health Education , Volume 100 (3): 7 – Jun 1, 2000
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References (24)

Publisher
Emerald Publishing
Copyright
Copyright © 2000 MCB UP Ltd. All rights reserved.
ISSN
0965-4283
DOI
10.1108/09654280010320929
Publisher site
See Article on Publisher Site

Abstract

Schools are recognised as key settings for health promotion. This has resulted in resources being allocated specifically for the development of Health Promoting Schools. If the existing level of resourcing is to continue, mechanisms for monitoring the effectiveness of Health Promoting Schools need to be designed that are appropriate for the concept. Currently, there is an emphasis on evidence-based practice, but the difficulty lies in determining what is acceptable as evidence in the context of Health Promoting Schools, and what are the most appropriate methods for collecting this evidence. The disease-prevention approach, with its emphasis on controlled trials and discrete outcomes is not appropriate. New models must be developed that reflect the multi-variant and dynamic nature of the processes involved. Outlines principles that could guide this work and includes consideration of the some key health-promotion principles, including equity, consultation, collaboration, ownership and sustainability, linking these with some newer concepts, such as capacity building and social capital, which are proving useful in the development, monitoring and evaluation of Health Promoting Schools.

Journal

Health Education – Emerald Publishing

Published: Jun 1, 2000

Keywords: Schools

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