Enhancing children's health literacy
A scoping review of resources for ‘Curriculum for Wales’ health and well-being design, implementation, and assessment
Bibliographic Data
| ID | 22945743 |
|---|---|
| Authors | Levi Hughes (Swansea University), Michaela James (0000-0001-7047-0049, Swansea University), Helen Lewis (0000-0002-2237-1369, Swansea University), Gisselle Tur-Porres (0000-0003-1494-0549, Swansea University), Gisselle Tur Porres (Swansea University), Helen Yu (0000-0003-1445-7602, Swansea University), Emily Marchant (0000-0002-9701-5991, Swansea University) |
| Year | 2025 |
| Volume | 40 |
| Issue | 6 |
| Publication date | 2025-10-30 |
| 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/daaf225 |
| PMID | 41414856 |
| OpenAlex | W4417524804 |
| Language | EN |
| References cited | 23 |
Health literacy (HL) plays an important role in developing the skills and capacities to make health-enhancing decisions, impacting health and well-being. Primary schools are key settings for developing HL through the reformed ‘Curriculum for Wales’ (CfW) and its ‘Health and Well-being Area of Learning and Experience’ (H&WB AoLE). With school-level autonomy offered in CfW design, resources are fundamental for curriculum design, implementation, and assessment. As the CfW is in its infancy, the visibility and quality of resources available to schools is unclear. This scoping review aimed to identify resources publicly available to primary schools to enable the design, implementation and assessment of the H&WB AoLE. A search was conducted across academic databases and sources of grey literature. Twelve sources (grey literature: n = 7, peer-reviewed research: n = 5) were selected for inclusion and discussed as a descriptive overview. The identified resources highlight a gap between policy intentions of the CfW framework and how this is implemented in practice. However, there is potential to address these concerns through self-assessment tools, collaborative improvement, planning, and evidence-informed practice. The broad nature of the CfW framework and variation in the availability and quality of health-related resources informing CfW design may result in variability in learning opportunities, influencing how children’s HL is developed. Prioritizing HL as a core CfW learning outcome could streamline the translation of broad CfW guidance into impactful design, implementation and assessment of the H&WB AoLE.
Autonomy · Curriculum · Grey literature · Health education · Inclusion (mineral) · Literacy · Quality (philosophy) · Visibility · Health Literacy and Information Accessibility · Obesity, Physical Activity, Diet · School Health and Nursing Education
A future for the world's children? A WHO–Unicef–Lancet Commission
Health literacy as a learning outcome in schools
Rayyan—a web and mobile app for systematic reviews
Health literacy as a public health goal
Scoping studies
Re-energizing health literacy in Wales
Supporting children's health literacy development
Toward a consensual definition of educational research and development
Exploring the re-legitimisation of messages for health and physical education within contemporary English and Welsh curricula reform
Teacher autonomy
The gap between educational research and practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |