Saoirse Nic Gabhainn, Jane Sixsmith, Ellen‐Nora Delaney, Miriam Moore, Jo Inchley and Siobhan O'Higgins
The purpose of this paper is to outline a three‐stage process for engaging with students to develop school level indicators of health; in sequential class groups students first…
Abstract
Purpose
The purpose of this paper is to outline a three‐stage process for engaging with students to develop school level indicators of health; in sequential class groups students first generated, then categorised indicators and finally developed schematic representations of their analyses. There is a political and practical need to develop appropriate indicators for health‐promoting schools. As key stakeholders in education, students have the right to be fully engaged in this process.
Design/methodology/approach
The sample in this paper comprised 164 students aged 16‐17 years in three medium‐sized Dublin schools. In the first classroom, students answered the question “If you moved to a new school, what would it need to have to be a healthy place?” on individual flashcards. In the second classroom students classified the flashcards into groups using a variation of the card game “snap”. In the third classroom, students discussed the relationships between the developed categories and determined how the categories should be presented. These procedures were repeated twice in three schools, resulting in six developed schemata.
Findings
The paper finds that the six sets of categories showed remarkable similarity – physical aspects of the school predominated but emotional and social health issues also emerged as potential indicators. The schema demonstrated the holistic perspectives of students. They illustrate the importance of relationships and the physical and psycho‐social environment within schools.
Originality/value
The paper illustrates that students can productively engage in the process of indicator development and have the potential to act as full stakeholders in health‐promoting schools. The methods enabled student control over the data generation, analysis and presentation phases of the research, and provided a positive, fun experience for both students and researchers.
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Siobhán O'Higgins, Jane Sixsmith and Saoirse Nic Gabhainn
The shared language of youth includes understandings of concepts that can be different from those of adults. Researchers, in their efforts to explore and illuminate the health…
Abstract
Purpose
The shared language of youth includes understandings of concepts that can be different from those of adults. Researchers, in their efforts to explore and illuminate the health behaviours and decision‐making processes of young people, use generic terms in their data collecting protocols. This study aims to explore what adolescents understand by the words “healthy” and “happy”.
Design/methodology/approach
Semi‐structured interviews were conducted in three post‐primary schools with 31 students aged 12 and 13 years. Drawing on a grounded theory approach, interviews were transcribed and subjected to thematic content analysis.
Findings
The students provided a description and explanation of what health and happiness meant to them and how they intended to maintain both as they grew older. Perceptions of these two concepts were found to contain gendered nuances. This was clear in relation to descriptions of how friends were part of well‐being; the girls were more likely to talk about feeling restricted and resentment at being treated like children and only the boys talked of looking forward to things.
Originality/value
In order to gain an understanding of young people's perspectives about what matters and what influences their health behaviour, a clearer view of the different perspectives held by researcher and researched needs to be established so that more accurate conclusions can be drawn from data generated by young people.
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Yetunde Olufisayo John-Akinola, Aoife Gavin, Siobhán Elizabeth O’Higgins and Saoirse Nic Gabhainn
Child participation is increasingly a global phenomenon as stated by Article 12 of the United Nations Convention on Children's Rights. This supports the first principle…
Abstract
Purpose
Child participation is increasingly a global phenomenon as stated by Article 12 of the United Nations Convention on Children's Rights. This supports the first principle, Democracy, of the Health Promoting School movement. The purpose of this paper is to facilitate a three-phase participatory research process (PRP) to document the views of children about participation in school.
Design/methodology/approach
A total of 248 primary school pupils aged nine to 13 years participated: the first group of pupils answered two questions on individual coloured paper; the second group categorised these data separately, by question, assigning labels for each of the categories; and the third group used the categories to develop schema. The analysis was inductive.
Findings
The most common categories for what made pupils feel a part of their school were school uniforms, sports, friends, teachers and their school/classroom environment. Increase in the number of school activities, encouraging friendship and equal participation were key indicators of how pupils would ensure that everybody felt a part of the school. The findings indicate that interpersonal relationships and belonging are in the opinion of children important for taking part in school life.
Originality/value
The paper illustrates children's understanding of what taking part in school means to them. The PRP encouraged pupils to have control of the three-phase research process, and demonstrated the ability of children to work together in groups while having fun at the same time.
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Saoirse Nic Gabhainn, Siobhan O'Higgins and Margaret Barry
Social, Personal and Health Education (SPHE) is mandated in all Irish schools. This study aims to illuminate the perceived value and quality of SPHE and to document facilitators…
Abstract
Purpose
Social, Personal and Health Education (SPHE) is mandated in all Irish schools. This study aims to illuminate the perceived value and quality of SPHE and to document facilitators of successful implementation.
Design/methodology/approach
A case study approach was taken, where 713 pupils, 968 parents and 49 teachers and other staff across a stratified random sample of 12 schools completed questionnaires and participated in interviews and focus groups. Data were integrated at the school level and subsequently across schools.
Findings
Stakeholders generally agreed on the worth of SPHE. However, its perceived value relative to other areas of the curriculum varied by school context. Facilitators for successful implementation included training for teachers, inclusion of SPHE in school planning and evaluation processes, and organisational support for SPHE via timetabling and resource management within schools.
Research limitations/implications
Case studies were useful for investigating implementation at school level, but replication with more schools, across contexts, is warranted. Parental knowledge was limited and response rates from parents were in general low.
Practical implications
During planning, implementation and evaluation it appears to be crucial to recognise and respond meaningfully to existing contexts within schools. Given the methodologies of SPHE, the delivery of innovation across the whole school curriculum could be led and supported by more fully embracing this compulsory development.
Originality/value
The paper illustrates the value of exploring implementation at school level through the involvement of a range of educational stakeholders. It documents crucial success factors for schools and health educators, particularly in the context of the introduction of compulsory health education.