Development of a collaborative model to improve school health promotion in the Netherlands

Dados Bibliográficos

ID22944937
AutoresMariken Leurs (autor correspondente), Mariken T W Leurs, Herman P Schaalma (Institute of Social Work), Maria W J Jansen, Maria Jansen (0000-0002-1843-139X), Ingrid Mur‐Veeman, Ingrid M Mur-Veeman, Lawrence H St Leger, Nanne K De Vries (0000-0002-4348-707X), Nanne De Vries
Ano2005
Volume20
Fascículo3
Páginas296-305
Data de publicação2005-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoHealth Promotion International (JOURNAL)
Identificadores do periódicoISSN: 0957-4824 • E-ISSN: 1460-2245
EditoraOxford University Press (OUP) (PUBLISHER)
DOI10.1093/heapro/dai004
PMID15797902
OpenAlexW2111002468
IdiomaEN
Citações recebidas16
Referências citadas24

In recent decades, school health promotion programs have been developing into whole-school health approaches. This has been accompanied by a greater understanding among health promoters of the core-business of schools, namely education, and how health promotion objectives can be integrated into this task. Evidence of the positive impact of school health promotion on health risk behavior of students is increasing. This article focuses on the processes and initial results of developing a collaborative model tailored for whole-school health in the Netherlands, named schoolBeat. The Dutch situation is characterized by fragmentation, a variety of health and welfare groups supporting schools, and a lack of sound integrated youth policies. A literature review, observations, and stakeholder consultation provided a clear picture of the current situation in school health promotion, and factors limiting a comprehensive and needs-based approach to school health. This revealed that a health promotion team within a school is fundamental to an effective approach to tailored school health promotion. A respected member of school staff should chair this team. To strengthen the link with the school care team, the school care coordinator should be a member of both teams. To provide coordinated support to all schools in a region, participating organizations decided to share advisory tasks. These tasks are included in the regular health promotion work of their staff. This means working with one advisor representing all school-health organizations per school, and using a comprehensive overview of possible support and projects promoting health. Empowering schools in needs assessments and comprehensive school health promotion is an important element of the developed approach. This article concludes with an examination of emerging issues in evaluating collaborative school health support during the first 18 months of development, and implementation and future perspectives regarding sustainable collaboration and quality improvement.

Health care · Health education · Health promotion · Medical education · Political science · Public health · Public relations · Community Health and Development · Health, psychology, and well-being · Medicine · Nursing · Psychology · School Health and Nursing Education · Health Policy