Increasing community capacity to improve the implementation of Health Promoting Schools
Barriers and facilitators from the FLASH intervention
Bibliographic Data
| ID | 22944604 |
|---|---|
| Authors | Bonnie Maria van Dongen (0000-0001-6718-3081, Vrije Universiteit Amsterdam, corresponding author), Monica Antonia Maria Ridder (Windesheim University of Applied Sciences), Loïs Wolters (Vrije Universiteit Amsterdam), Ingrid HM Steenhuis (0000-0002-0065-2776, Vrije Universiteit Amsterdam), Ingrid Hendrika Margaretha Steenhuis (Vrije Universiteit Amsterdam), Carry M Renders (0000-0001-6688-1312, Windesheim University of Applied Sciences) |
| Year | 2023 |
| Volume | 38 |
| Issue | 5 |
| Publication date | 2023-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Promotion International (JOURNAL) |
| Journal identifiers | ISSN: 0957-4824 • E-ISSN: 1460-2245 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/heapro/daad115 |
| PMID | 37776534 |
| OpenAlex | W4387210591 |
| Language | EN |
| Citations received | 5 |
| References cited | 36 |
Building community capacity is important for the successful implementation of a Health Promoting School. To identify how capacity building can be encouraged in secondary schools, four schools engaged in the Fit Lifestyle at School and at Home (FLASH) intervention for 3 years. This study explores barriers and facilitators that school personnel, parents and pupils experienced in the capacity-building process. Thirty-one stakeholders were interviewed. Transcripts were analysed thematically based on the five actions of the intervention: (i) appoint a Healthy School coordinator and build a team, (ii) determine ambitions, (iii) design and (iv) implement the action plan and (v) evaluate and improve. The time and support allocated to coordinators helped them evolve their role from executors of health-promotion activities to coordinators, instigators and gatekeepers of the implementation process. Participatory tools helped identify shared values among stakeholders to determine context-specific ambitions and leverage points for interventions. Coordinators indicated that they lacked the skills and authority to engage pupils and parents and to reach the broader community. Coordinators struggled with translating promising ideas into action plans of coherent and mutually supportive activities and embedding them into policy. Strong leadership of Healthy School coordinators, who focus on the capacity-building process and foster collaborative relationships, is essential to build community capacity. In this process, more guidance is needed on how to involve the broader community in various phases. Furthermore, coordinators can benefit from professional development to align jointly designed activities into a comprehensive action plan embedded into Healthy School policies.
Business · Capacity building · Environmental health · Flash (photography) · Intervention (counseling) · Medical education · Political science · Public relations · Community Health and Development · Health, psychology, and well-being · Medicine · Nursing · Psychology · School Health and Nursing Education
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Systems thinking and complexity
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A Systematic Review of Community Engagement Outcomes Research in School‐Based Health Interventions
‘Just stuff yourself’
Family Engagement in Schools
Challenges of Parental Involvement Within a Health Promoting School Framework in New Zealand
The Importance of School Leaders’ Attitudes and Health Literacy to the Implementation of a Health-Promoting Schools Approach
Not Only Adults Can Make Good Decisions, We as Children Can Do That as Well” Evaluating the Process of the Youth-Led Participatory Action Research ‘Kids in Action’
Process evaluation of the Healthy Primary School of the Future
Background and evaluation design of a community-based health-promoting school intervention
Is Sustainability Possible? A Review and Commentary on Empirical Studies of Program Sustainability
Implementation Matters
Improving Programs and Outcomes
Leadership that promotes successful implementation of community‐based mental health interventions
Schools as social complex adaptive systems
| Unique citing works | 5 |
|---|---|
| Citations per year | 2.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |