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Different Emphases on Evidence

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

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  1. 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….

  2. Different Emphases on Evidence Health sector Assesses the health “intervention” - reduction in health risk behaviours - increase in protective factors

  3. What the Evidence tells us Health issues Nutrition Gortmaker et al. (1999), Campbell et al. (2001), Sahota et al. (2001) Physical ActivityDobbins 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)

  4. 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)

  5. 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

  6. 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

  7. 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

  8. 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.

  9. Gaps in the Evidence • Low and middle income countries • Recognition of Education sector evidence • Costs and benefits • Uncertainty about outcomes • Shared and participatory evaluation

  10. Using the Evidence for Policy and Practice • Dissemination School personnel Public health administrators • Education officials • Curriculum designers • School linked professionals

  11. 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

  12. 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

  13. 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

  14. Some Challenges! • Empowering students • Providing comprehensive professional development for teachers

  15. 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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