1 Cardiff University, Cardiff, UK.
2 Office for National Statistics, Newport, UK.
Health Educ Behav. 2018 Aug;45(4):635-644. doi: 10.1177/1090198117747659. Epub 2018 Jan 6.
Implementing health improvement is often perceived as diverting resource away from schools' core business, reflecting an assumption of a "zero-sum game" between health and education. There is some evidence that health behaviors may affect young people's educational outcomes. However, associations between implementation of school health improvement and educational outcomes remains underinvestigated.
The study linked school-level data on free school meal (FSM) entitlement, educational outcomes, and school attendance, obtained from government websites, with data from the School Environment Questionnaire (SEQ) on health improvement activity collected in Wales (2015/2016). Spearman's rank correlation coefficients and linear regression models tested the extent of association between health improvement activity and attendance and educational outcomes.
SEQ data were provided by 100/115 network schools (87%), of whom data on educational performance were obtained from 97. The percentage of pupils entitled to FSM predicted most of the between-school variance in achievement and attendance. Linear regression models demonstrated significant positive associations of all measures of health improvement activity with attainment at Key Stage (KS) 3, apart from mental health education in the curriculum and organizational commitment to health. Student and parent involvement in planning health activities were associated with improved school attendance. There were no significant associations between health improvement and KS4 attainment.
Implementing health improvement activity does not have a detrimental effect on schools' educational performance. There is tentative evidence of the reverse, with better educational outcomes in schools with more extensive health improvement policies and practices. Further research should investigate processes by which this occurs and variations by socioeconomic status.
实施健康促进通常被认为是将资源从学校的核心业务中转移出来，反映了一种健康和教育之间“零和游戏”的假设。有一些证据表明，健康行为可能会影响年轻人的教育成果。然而，学校健康促进实施与教育成果之间的关联仍未得到充分研究。
该研究将从政府网站获得的免费校餐（FSM）资格、教育成果和出勤率方面的学校层面数据，与威尔士 2015/2016 年收集的学校环境问卷（SEQ）上的健康促进活动数据进行了关联。斯皮尔曼等级相关系数和线性回归模型测试了健康促进活动与出勤率和教育成果之间的关联程度。
SEQ 数据由 115 个网络学校中的 100 个（87%）提供，其中 97 个学校获得了教育绩效数据。有资格获得 FSM 的学生比例预测了成就和出勤率的大部分学校间差异。线性回归模型表明，除了课程中的心理健康教育和对健康的组织承诺外，所有健康促进活动措施都与关键阶段（KS）3 的成绩呈显著正相关。学生和家长参与规划健康活动与提高学校出勤率有关。健康促进与 KS4 成绩之间没有显著关联。
实施健康促进活动不会对学校的教育成绩产生不利影响。有初步证据表明，在实施更广泛的健康促进政策和实践的学校中，教育成果更好。进一步的研究应该调查发生这种情况的过程以及社会经济地位的变化。
