Rosie Nash1, Kira Patterson2, Anna Flittner3, Shandell Elmer4,5, Richard Osborne6. 1. Lecturer in Public Health and Health Systems, (Rose.McShane@utas.edu.au), College of Health & Medicine, University of Tasmania, Medical Science 2 17 Liverpool Street, Private Bag 34, Hobart, TAS, 7001, Australia. 2. Lecturer in Health Pedagogy, (kira.patterson@utas.edu.au), School of Education, College of Arts, Law and Education, University of Tasmania; Healthspan Advisory Board Member, University of Illinois, Chicago, Locked Bag 1307, Launceston, TAS, 7250, Australia. 3. Associate Lecturer and HealthLit4Kids Research Assistant, (anna.flittner@utas.edu.au), College of Health & Medicine, University of Tasmania, Hobart, TAS, 7001, Australia. 4. Senior Research Fellow, (slelmer@swin.edu.au), School of Health Sciences, Faculty Arts, Health & Design, Swinburne University of Technology, PO Box 218, Hawthorne, VIC, 3122, Australia. 5. Adjunct Senior Lecturer, School of Education, University of Tasmania, Hobart, TAS, Australia. 6. Global Health Equity, Distinguished Professor of Health Sciences, NHMRC Principal Research Fellow (2019-2023), Prof (Hon), (rosborne@swin.edu.au), University of Copenhagen, Denmark; Bualuang ASEAN Chair Professorship, Thammasat University, Thailand; Faculty of Health, Arts and Design, Swinburne University, Hawthorn, Australia.
Abstract
BACKGROUND: Health literacy impacts children's health and educational attainment. Therefore, determining the most appropriate pedagogical design is critical. The long-term health benefits of health literacy for each child's life course further justify this imperative. School-based health literacy programs are of interest internationally. METHODS: We brainstormed the search terms and established inclusion/exclusion criteria for this systematic review. We searched 2 databases (CINAHL, ERIC) following PRISMA guidelines. Three authors screened and sorted the findings. RESULTS: We identified 21 relevant studies from 629 retrieved. Few (6/21) studies were situated in the primary school setting. CONCLUSIONS: This review found a variety of project designs, evaluation methods, and conceptual models. Descriptive analysis of the final 21 papers highlighted the importance of multicomponent design (whole-of-school and curriculum), cross-curricula integration, professional development for teachers, age of children, role of parents, and role of community. The results of this analysis may inform primary school program design in the future. Schools provide a logical setting for health literacy development. Despite the evidence that adolescence is too late, few studies have been situated in primary schools. Teachers lack confidence to teach health and need ongoing professional development. Parent, child, and community voices are essential for sustained engagement and program success.
BACKGROUND: Health literacy impacts children's health and educational attainment. Therefore, determining the most appropriate pedagogical design is critical. The long-term health benefits of health literacy for each child's life course further justify this imperative. School-based health literacy programs are of interest internationally. METHODS: We brainstormed the search terms and established inclusion/exclusion criteria for this systematic review. We searched 2 databases (CINAHL, ERIC) following PRISMA guidelines. Three authors screened and sorted the findings. RESULTS: We identified 21 relevant studies from 629 retrieved. Few (6/21) studies were situated in the primary school setting. CONCLUSIONS: This review found a variety of project designs, evaluation methods, and conceptual models. Descriptive analysis of the final 21 papers highlighted the importance of multicomponent design (whole-of-school and curriculum), cross-curricula integration, professional development for teachers, age of children, role of parents, and role of community. The results of this analysis may inform primary school program design in the future. Schools provide a logical setting for health literacy development. Despite the evidence that adolescence is too late, few studies have been situated in primary schools. Teachers lack confidence to teach health and need ongoing professional development. Parent, child, and community voices are essential for sustained engagement and program success.
Authors: Anders L Hage Haugen; Kirsti Riiser; Marc Esser-Noethlichs; Ove Edvard Hatlevik Journal: Int J Environ Res Public Health Date: 2022-03-07 Impact factor: 3.390