Key contextual factors in implementing whole-school health promotion within Dutch schools
A qualitative comparative analysis
Bibliographic Data
| ID | 21600978 |
|---|---|
| Authors | Gerjanne Vennegoor (0000-0002-6414-7445), Patricia van Assema (0000-0003-4928-6495), Gerard Molleman (0000-0003-1991-6273), Gerard R M Molleman, Pepijn Van Empelen (0000-0002-9809-7650), Maria W J Jansen, Maria Jansen (0000-0002-1843-139X) |
| Year | 2025 |
| Volume | 125 |
| Issue | 3 |
| Pages | 298-315 |
| Publication date | 2025-04-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Education (JOURNAL) |
| Journal identifiers | ISSN: 0965-4283 • E-ISSN: 1758-714X |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/he-11-2024-0134 |
| OpenAlex | W4408828465 |
| Language | EN |
| References cited | 44 |
Purpose Contextual factors can influence the implementation of whole-school health promotion and compromise its impact among students. This study aimed to identify key (combinations of) contextual factors in the implementation of whole-school health promotion at Dutch primary, secondary and secondary vocational schools. Design/methodology/approach Forty-three schools with either a high or low degree of implementation were selected. Data were collected prior to and during school visits using mixed methods, covering 36 contextual factors related to school employees, school organization, the national Health Promoting School program, socio-political environment, physical environment, implementation support, student population and COVID-19. Data were analyzed using Qualitative Comparative Analysis for primary and secondary schools and qualitative analysis for secondary vocational schools. Findings Key combinations of conditions were (1) resources, (2) school climate, (3) implementation support, (4) identification as Health Promoting School, (5A) at primary schools: parental support and (5B) at secondary and secondary vocational schools: coordination and competencies. Often decisive to a high degree of implementation were the roles of principals and coordinators (as part of the school climate and coordination). Often decisive to a low degree of implementation were limited perspectives regarding prevention among employees (as part of the school climate). Identification as Health Promoting School and implementation support were mainly crucial when there were challenges in other key conditions. Originality/value The findings indicate opportunities to improve embedding of school health promotion in the education sector and to invest in implementation support
Health education · Health promotion · Medical education · Pedagogy · Public health · Qualitative research · Sociology · Community Health and Development · Computer Science · Health, psychology, and well-being · Medicine · Nursing · Psychology · School Health and Nursing Education
The WHO Health Promoting School framework for improving the health and well-being of students and their academic achievement
The sustainability of public health interventions in schools
The Whole School, Whole Community, Whole Child Model
Generalized expectancies for internal versus external control of reinforcement.
Health Promoting Schools—a complex approach and a major means to health improvement
Policy windows for school-based health education about nutrition in Ecuador
Increasing community capacity to improve the implementation of Health Promoting Schools
Implementation practices in school health promotion
Obesity prevention in English primary schools
Implementing Comprehensive School Health in Alberta, Canada
Health promotion in Swedish schools
Fidelity, adaptation and integration of whole-school health promotion within Dutch schools
Systems thinking and complexity
The importance of school leaders in school health promotion. A European call for systematic integration of health in professional development
Supporting schools during the implementation of the health-promoting school approach
Successful health-promoting leadership – A question of synchronisation
Measuring Implementation of Health Promoting School (HPS) Programs
The Education-Health Gradient
The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach
The Role of School Leaders’ Health Literacy for the Implementation of Health Promoting Schools
Implementation of Keigaaf in Primary Schools
Implementation of health promotion programmes in schools
The effects of the school environment on student health
Schools as social complex adaptive systems
| Citation velocity | historical |
|---|---|
| Highly cited | No |