HEALTH PROMOTING WITH TEACHERS IN NORWAY

As concern mounts in many countries for the relationship between poor health and learning, schools are called on to counteract challenging trends and developments in the life of young people. The WHO describes the school as a priority setting in health promotion because it meets young people during...

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Bibliographic Details
Published in:Current politics and economics of Europe 2020-01, Vol.31 (1), p.89-101
Main Author: Øvrebø, Else Marie
Format: Article
Language:English
Subjects:
Academic achievement
Collaboration
Curricula
Curriculum development
Development policy
Empowerment
Head teachers
Health education
Health initiatives
Health promotion
Health status
Leadership
Learning
Motivation
Participation
Physical activity
Physical fitness
Policy making
Principals
Schools
Social environment
Students
Teachers
Teaching
Translation
Youth
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Summary:As concern mounts in many countries for the relationship between poor health and learning, schools are called on to counteract challenging trends and developments in the life of young people. The WHO describes the school as a priority setting in health promotion because it meets young people during formative years of their development and policy makers and researchers increasingly embrace health promotion initiatives advocating whole school approaches like the Health Promoting Schools. It aims to empower schools to be active partners in curriculum development and design of health promotion practices instead of being reactive to instructional materials produced by outside bodies. The majority of the teachers and the principals in the Health Promoting Schools have taken part in health promotion practices. The highest involvement was reported for work with the students' social environment, while the least involvement was reported for cross-curricular teaching plans in health promotion. A high proportion of the teachers in Norway had an effect on the development of a health promoting curriculum and students' social environment, as well as on the relationship between teachers and students. The teachers perceived that physical activity promotion increased students' capacity to learn, and also the principals linked a health-promoting practice with academic performance. Studies in Norway highlight key elements at the individual and school level that seemed to be significant for the teachers' and the principals' translation of the Health Promoting Schools principles into practice. Studies show that the staffheld positive attitudes towards the Health Promoting Schools approach at commencement, and that a high level of participation and perceptions of positive outcomes were reported at follow-up.
ISSN:1057-2309