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Sustainability Requires Many Faces of Support
Shannon C Mulhearn1, Pamela H Kulinna2
1University of Nebraska.
Research Quarterly for Exercise and Sport
|May 24, 2024
Summary
Teacher self-efficacy and personal investment are key to sustaining school health programs. Administrator support is crucial for integration, but its perception varies, requiring clearer communication for effective sustainability.
Area of Science:
- Public Health
- Health Behavior Interventions
- Educational Psychology
Background:
- School-based health interventions are vital for promoting well-being in students.
- Sustainability of these programs is often challenged by funding and resource limitations.
- Understanding factors influencing long-term adoption is crucial for effective public health strategies.
Purpose of the Study:
- To investigate the sustainability of a school-wide health behavior intervention in rural Southwestern US schools.
- To identify which components of the intervention remained in practice after funding ceased.
- To explore the reasons behind the maintenance of these health practices.
Main Methods:
- Qualitative study employing semi-structured interviews with 41 teachers.
- Analysis of teacher reflections on facilitators and barriers to sustainability.
- Utilized data triangulation with field notes and survey results for trustworthiness.
Main Results:
- Teacher personal investment and self-efficacy in physical literacy were primary drivers of sustainability.
- Administrative support was identified as critical for school-wide integration.
- Themes of capability and physical activity as a 'norm' also emerged as sustainability factors.
Conclusions:
- Teachers' personal beliefs and self-efficacy significantly impact the sustainability of health practices.
- Administrator support is essential, but its communication and perception need alignment.
- Focusing on intrinsic motivation and perceived norms can enhance intervention longevity.
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