Health literacy in school-based health programmes
A case study in one Australian school
Bibliographic Data
| ID | 21323906 |
|---|---|
| Authors | Louisa R Peralta (0000-0002-6205-8676, The University of Sydney, corresponding author), Renata Cinelli (0000-0002-2090-6390, Australian Catholic University), Renata L Cinelli (Australian Catholic University), Claire L Marvell (The University of Sydney) |
| Year | 2021 |
| Volume | 80 |
| Issue | 6 |
| Pages | 648-659 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 0017-8969 • E-ISSN: 1748-8176 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00178969211003600 |
| OpenAlex | W3156677374 |
| Language | EN |
| Citations received | 10 |
| References cited | 36 |
Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others
Curriculum · Health care · Health department · Health education · Health literacy · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Public health · School health education · Health Education and Validation · Health Literacy and Information Accessibility · Medicine · Nursing · Psychology · School Health and Nursing Education
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Health Literacy
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Health literacy in childhood and youth
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The Whole School, Whole Community, Whole Child Model
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Closing the gap in a generation
Understanding health literacy
Teaching critical health literacy in the US as a means to action on the social determinants of health
Enacting critical health literacy in the Australian secondary school curriculum
The new Australian Health and Physical Education Curriculum
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Health literacy and the Australian Curriculum for Health and Physical Education
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The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools
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A Social Ecological Conceptual Framework for Understanding Adolescent Health Literacy in the Health Education Classroom
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| Unique citing works | 10 |
|---|---|
| Citations per year | 2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |