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Providing context to the implementation of health promoting schools: A case study
Jessie-Lee D McIsaac1, Zubia Mumtaz2, Paul J Veugelers2
1School of Health and Human Performance, Dalhousie University, 1318 Robie Street, PO BOX 15000, Halifax, NS, Canada B3H 4R2; School of Public Health, University of Alberta, 3-50 University Terrace, 8303, 112St, Edmonton, AB, Canada T6G 2T4.
Purpose:
Issues related to program context are important components of population health interventions and particularly among complex, adaptive initiatives in schools. Health Promoting Schools (HPS) is a global approach to support early development of healthy behaviors among children and youth. The purpose of this study was to explicate the practical and contextual processes that influenced implementation of HPS in schools in Nova Scotia (Canada).
Methods:
Using a case-study approach, data was collected using interviews (n=14) with principals, teachers and parents, observations collected during school visits and document review in five diverse schools.
Results:
Case study schools reported a variety of HPS practices and three key themes emerged that provided context to the processes that facilitated their implementation. The results suggest that although school characteristics (theme 1), like staff allocation, physical location and resources, are important, these barriers can be mitigated by building organizational capacity (theme 2) and establishing a supportive school community culture (theme 3).
Conclusions:
The study provided insight to the variability in implementation by describing how contextual barriers were experienced and mitigated by schools. Establishing a broad system to support HPS, with collaboration across health and education sectors, could help to progress adoption, implementation and sustainability of HPS.
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