Barriers To Effective School Health Program Among Secondary School Teachers
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Barriers To Effective School Health Program Among Secondary School Teachers
1.1 Background for the Study
Integrated, comprehensive, and strategic school health programs are more likely to provide positive effects.1 In 1980, the World Health Organisation (WHO) shifted its focus from individual behaviours to establishing healthy structures, resulting in a more holistic approach to health promotion.
2,3 The Health Promoting Schools (HPS) program was launched in 1995 through a collaboration between the health promotion, education, and communication sectors, the intra-sectorial school health working group, and WHO’s regional office.
4 This effort focusses on capacity development and encouraging participation in health, all of which are recognised as critical precondition for promoting health and empowerment in schools.
2,3 HPS explores the link between health and education, as expressed in the United Nations’ Health for All and Education for All goals, as well as the social model of health that served as the foundation of the Ottawa Charter.
4,5 The establishment of HPS resulted from the attention and application of the Ottawa Charter’s ideas in schools, as well as the emphasis on the construction of health promotion institutions.2,6
The project was initially implemented in Iran in 2007, where there are approximately 75 million people and 13 million students. A joint agreement was signed between the Ministry of Health and Medical Education (MOHME) and the Ministry of Education (MOE), which resulted in the establishment of the School Health Management System as well as the Schools’ Ranking Plan to support and monitor local HPS programs that are implemented across the country’s school system.5 The HPS initiative began as a trial program in East Azerbaijan Province with 36 schools in 2009-2010, and was then expanded to 700 schools in 2011-2012.
WHO developed HPS throughout the previous decade, and it is now being deployed globally.2 Studies on the experiences of HPS participating countries have yielded a variety of results and problems.
The most significant recognised problems were the mobilisation of human resources and facilities to carry out the effort, the engagement of societies as whole identities, policymakers, the public, corporate, and non-governmental sectors, as well as students, their parents, and teachers.
7 The Caribbean HPS Network’s first meeting identified the main barriers to achieving HPS goals as a lack of continuous funding, insufficient and unstable governmental support, inappropriate development of HPS national networks, limited involvement, and restricted access to education and continuing education.
8 The European HPS Network identified many main challenges, including the need for more collaboration between the education and health sectors, technical support, and limited finance.
9 According to Leiger et al. (2001), the largest challenges to achieving HPS goals are instructors’ and educational institutions’ insufficient preparedness for health issues, a lack of time and resources, and facility weaknesses.
10 In the Eastern Mediterranean Regional Office (EMRO), HPS member countries identified insufficient finance and technical knowledge, a lack of awareness among political leaders about the program, and a lack of infrastructure as critical challenges.
11 HPS has now been adopted in all EMRO nations, with the exception of Afghanistan and Libya, and many local networks have been formed over the last decade using various approaches.2,11 In Bahrain, HPS is organised by a group that includes WHO and Ministry of Health members.
In Jordan, the group is led by the School Health Director-General of the Ministry of Health and consists of officials from the Ministries of Health and Education. Lebanon’s authorities solicited assistance from the commercial and public sectors, as well as international organisations, in implementing the initiative.11
1.2 Statement Of The Problem
Despite the significance of student health and school hygiene as components of community health infrastructure, few feasibility studies on school health initiatives have been done in poor countries such as Nigeria.
This study looked at potential barriers to and issues with such programs among secondary school teachers in Orumba North Local Government.
1.3 Goal of the Study
The primary goal of the study is to assess the impediments to an effective school health program among secondary school teachers in Orumba North Local Government.
1.4 Research Questions.
(1) What are health programs?
(2) What are the advantages?
(3) What elements influence its efficacy in secondary school?
1.5 Significance of the Study
The study will provide a thorough understanding of the challenges to an effective school health programs among secondary school teachers.However, there is insufficient evidence about the plan’s achievements, and to the best of our knowledge
this study will be the first systematic attempt to investigate the pros and cons of the executed program in order to identify potential barriers and challenges encountered by the school health programme in Orumba North local government.
1.6 Scope of the Study
The study focusses on the difficulties to implementing an effective school health initiative among secondary school teachers in Orumba North Local Government.
Refrences
1. St Leger L. Protocols and guidelines for health-promoting schools. Promot & Educ. 2005;12:145–147. [PubMed]
2. Mũkoma W, Flisher AJ. Evaluations of Health Promoting Schools: A Review of Nine Studies. Health Promotion International. 2004;19:357–268. [PubMed]
3. Clift S, Jensen BB. The Health Promoting School: International Advances in Theory, Evaluation, and Practice. Denmark: Danish Education University Press, 2005.
4. Jones JT and Furner M. WHO’s Global School Health Initiative: Health Promoting Schools: A Healthy Environment for Living, Learning, and Working (World Health Organisation, Division of Health Promotion, Education, and Communication, Health Education and Health Promotion Unit). Geneva: WHO, 1998.
5. Motlagh M, Chitchian M, Dashti M, Moslemi M, Aminaei T, Ardalan G, Timeline for Implementing Health Promoting Schools in the Islamic Republic of Iran. 2nd ed. Tehran: Ministry of Health, Office of Adolescent Health. 2011.
6. Whitehead, D. The health-promoting school: What role for nursing? J Clin Nurs. 2006;15:264–271. [PubMed]
7. Ippolito-Shepherd J, Cerqueira MT, Ortega DP. Health Promotion Schools Initiative in the Americas. Promot Educ. 2005;12:220-229,180. [In Spanish]. [PubMed]
8. Ippolito-Shepherd J, Mantilla Castellanos L, and Cerqueira MT. Health-promoting schools: boosting the regional initiative. Strategies and Action Plans for 2003–2012 (No. 4). Washington, DC: WHO, Health Promotion Series, 2003.
9. Rasmussen VB, Rivett D. The European Network of Health Promoting Schools: An Alliance for Health, Education, and Democracy. Health Education (Lond) 2000;100:61–67.
10. St Leger L. Schools, health literacy, and public health: Opportunities and Challenges. Health Promotion International. 2001;16:197–205. [PubMed]
11. WHO/EMRO. Report on the Consultation on Health- Promoting Schools in the Eastern Mediterranean Region, Sanaa, Republic of Yemen, December 12-14, 2005. Geneva: World Health Organisation Regional Office for the Eastern Mediterranean, Cairo; 2006.
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