小学教师对学校支持学龄儿童出现的后疫情健康需求的能力的看法。
Perspectives of primary school teachers on the capacity of schools to support post-pandemic health needs emerging among school-age children.
机构信息
Unit of Nutrition and Dietetics, Department of Clinical Medicine, Trinity Centre for Health Sciences, Trinity College, Dublin, Ireland.
出版信息
Child Care Health Dev. 2024 Jul;50(4):e13285. doi: 10.1111/cch.13285.
BACKGROUND
This study aimed to explore the impact of the COVID-19 pandemic on capacity building for health promotion in primary schools from the perspectives of primary school teachers.
METHODS
A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2 years after restrictions eased were explored via closed- and open-ended questions.
RESULTS
Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11-20 years post-qualification, and a quarter (25.2%, n124) had over 30 years' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6 ± 2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p = 0.31), socioeconomic designation (p = 0.27) or years post-qualification (p = 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p < 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022.
CONCLUSIONS
Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.
背景
本研究旨在从小学教师的角度探讨 COVID-19 大流行对小学健康教育能力建设的影响。
方法
这是一项横断面观察研究，于 2022 年 2 月至 5 月期间通过匿名在线调查进行。爱尔兰共和国四分之三（n2460）的所有学校都被邀请参加。收集了性别、教学经验、学校类型和学校实施平等机会（DEIS）指定等人口统计学信息。使用 10 分制的李克特量表测量促进健康的感知能力。通过封闭式和开放式问题探讨了促进健康的促进因素和障碍，以及放宽限制后 2 年内儿童健康的优先事项。
结果
在 595 份回复中，有 493 份符合分析要求。参与者来自爱尔兰共和国每个县的学校，其中大多数（85.4%，n421）为女性。近三分之一（30.5%，n150）为获得资格后 11-20 年，四分之一（25.2%，n124）有 30 年以上的教学经验。大流行前基于学校的健康促进的平均能力适中，在 10 分制上为 6.6±2.2。2022 年春季的平均能力显著下降（p<0.001）至 4.1±2.4，表明能力较差。学校类型（p=0.31）、社会经济指定（p=0.27）或获得资格后的年限（p=0.08）对能力评分无显著差异。能力下降最常归因于组织因素（49.7%，n245），而个人和社区层面的因素分别被 27.6%（n136）和 21.5%（n106）的受访者引用。在大流行前（76.3%，n376）和 2022 年春季（23.1%，n114），健康饮食作为健康促进的重点显著下降。心理健康作为一个重点显著增加（p<0.01），大流行前有 38.1%（n188）将其列为重点，2022 年春季增加到 72.6%（n358）。
结论
在学校中促进整体健康促进方法仍然是一个挑战。需要进一步努力支持学校实施可持续和平衡的健康促进系统。
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