Different Emphases on Evidence

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Different Emphases on Evidence

• Education sector
• knowledge and understanding
• skill development and acquisition
• - gain an appreciation of.
• - evaluate alternatives to.
• - demonstrate procedures to.
• - list the factors which.

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Different Emphases on Evidence

• Health sector
• Assesses the health intervention
• - reduction in health risk behaviours
• - increase in protective factors

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What the Evidence tells us

• Health issues
• Nutrition Gortmaker et al. (1999), Campbell et
  al. (2001), Sahota et al. (2001)
• Physical Activity Dobbins et al. (2001),
  Timperio et al. (2004)
• Sexuality Silva (2002), Kirby (2002)
• Drugs Tobler Stratton (1997), Lloyd et
  al. (2000), Midford et al (2000),
• National Drug Research Institute
  (2002)
• Mental Health Browne et al. (2004), Wells
  et al. (2003), Green et al. (2005),
  American Counselling Association (2006)

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What the Evidence tells us

• Whole School Approach, Health Promoting School
  (HPS), Coordinated School Health (CSH)
• Lister-Sharp et al. (1999), Blum et al. (2002),
  West, Sweeting Leyland (2004), Patton et al
  (2006), Stewart-Brown (2006)
• Quality Practice Guidelines
• European Network of Health Promoting Schools
  (1997), United States Centers for Disease
  Control and Prevention (2003), Clift Jensen
  (2005), Lee et al. (2005), St.Leger (2005),
  Task Force on Community Prevention Services
  (2006)

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What the Evidence tells us..what works?

• Ensure there is continuous active commitment and
  demonstrable support by governments and relevant
  jurisdictions to the ongoing implementation,
  renewal, monitoring, and evaluation of HPS. (A
  signed partnership between health and education
  ministries of a national government has been an
  effective way of formalising this commitment).
• Establish all the elements and actions as core
  components to the working of the school
• Seek and maintain credibility for HPS programs
  and actions both within and outside the school

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What the Evidence tells us..what works?

• Communities need to have an active expectation
  that their schools will promote the health of
  their children
• Ensure there is time and resources for
  appropriate staff development
• Review and refresh after each 3-4 years
• Continue to ensure adequate resources

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What the Evidence tells us..what works?

• Maintain a coordinating group to oversee and
  drive the HPS with continuity of some personnel
  and the addition of new personnel
• Ensure that most of the new and ongoing
  initiatives involve most of the staff, students,
  and families in consultation and implementation
• Ensure monitoring services in the education
  sector view health promotion as an integral part
  of the life of the school and it is reflected in
  the monitoring indicators

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What the Evidence tells us..what works?

• Designate a trained lead person with adequate
  release time
• Publicise success and progress with students,
  staff, parents and the community
• Ensuring monitoring services in the health sector
  view student learning and success as an integral
  part of health promotion and it is reflected in
  the monitoring indicators.

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Gaps in the Evidence

• Low and middle income countries
• Recognition of Education sector evidence
• Costs and benefits
• Uncertainty about outcomes
• Shared and participatory evaluation

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Using the Evidence for Policy and Practice

• Dissemination
• School personnel
• Public health
  administrators
• Education officials
• Curriculum designers
• School linked professionals

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Using the Evidence for Policy and Practice
Issues for the Health Sector

• What are the realistic expectations for school
  health?
• Integrating the health initiative
• Recognising the key influences the determinants
  - on child and adolescent health

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Using the Evidence for Policy and Practice
Issues for the Education Sector

• To be convinced that healthy students learn
  better
• Integrating health initiatives to enhance
  educational goals

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Using the Evidence for Policy and Practice
Equity and Social Justice Issues

• Physical environment
• The school as a setting
• Gender issues
• Alienation
• Connections
• Participatory and democratic processes

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Some Challenges!

• Empowering students
• Providing comprehensive professional development
  for teachers

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Action priorities for the next 10 years

• Increase collaboration between the health and
  education sectors in planning, implementing and
  evaluating School Health Promotion.
• Improve the dissemination of the evidence of
  effectiveness to schools.
• Establish more realistic expectations for school
  health promotion.
• Build a stronger evidence base on effective
  School Health Promotion approaches in Low Income
  Countries.

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