Community led active schools programme (CLASP) exploring the implementation of health interventions in primary schools: headteachers' perspectives
Community led active schools programme (CLASP) exploring the implementation of health interventions in primary schools: headteachers' perspectives
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DOI：
10.1186/s12889-015-1557-0
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发表时间：
2015-03-13
影响因子：
4.5
通讯作者：
Brophy, Sinead
中科院分区：
文献类型：
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作者：
Christian, Danielle;Todd, Charlotte;Brophy, Sinead
背景：学校被反复用作健康干预的关键环境。然而，将有效的研究成果转化为学校环境可能是有问题的。为了提高有效的翻译未来的干预措施，这是当务之急的关键挑战和促进者实施健康干预措施，从学校的perspectives.Methods：19个半结构化的采访进行了小学（校长n = 16，副校长n = 1，健康的学校协调员n = 2）。访谈逐字转录和分析使用专题analysis.Results：学校在实施健康干预措施的主要挑战是;政府主导的学术优先事项，倡议超载，低自主权的学校，缺乏工作人员的支持，缺乏设施和资源，诉讼风险和家长的参与。关于在学校环境中更多地应用干预措施的建议包括：更好的规划和组织，与学校和外部合作伙伴加强合作，以及解决可持续性问题的要素。以儿童为中心，跨课程的方法，包容性的整个学校的方法和保证是支持学校的风气也赞成consideration.Conclusions：这项工作探讨学校的观点，关于实施健康干预措施，并利用这些思想来创建指导方针，为发展未来的校本干预措施。建议包括需要考虑到学校环境、工作人员和学生之间的差异。具有适应性的干预措施优于一揽子固定干预措施。让学校参与发展阶段将增加有益的见解，以确保干预措施能够最适合每个学校的需要，并改善执行情况。
Background: Schools are repeatedly utilised as a key setting for health interventions. However, the translation of effective research findings to the school setting can be problematic. In order to improve effective translation of future interventions, it is imperative key challenges and facilitators of implementing health interventions be understood from a school's perspective.Methods: Nineteen semi-structured interviews were conducted in primary schools (headteachers n = 16, deputy headteacher n = 1, healthy school co-ordinator n = 2). Interviews were transcribed verbatim and analysed using thematic analysis.Results: The main challenges for schools in implementing health interventions were; government-led academic priorities, initiative overload, low autonomy for schools, lack of staff support, lack of facilities and resources, litigation risk and parental engagement. Recommendations to increase the application of interventions into the school setting included; better planning and organisation, greater collaboration with schools and external partners and elements addressing sustainability. Child-centred and cross-curricular approaches, inclusive whole school approaches and assurances to be supportive of the school ethos were also favoured for consideration.Conclusions: This work explores schools' perspectives regarding the implementation of health interventions and utilises these thoughts to create guidelines for developing future school-based interventions. Recommendations include the need to account for variability between school environments, staff and pupils. Interventions with an element of adaptability were preferred over the delivery of blanket fixed interventions. Involving schools in the developmental stage would add useful insights to ensure the interventions can be tailored to best suit each individual schools' needs and improve implementation.