School of Pharmacy, Institute of Clinical Sciences, College of Medical and Dental Sciences, University of Birmingham, Birmingham, B15 2TT, UK.
Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London, UK.
BMC Health Serv Res. 2024 Oct 30;24(1):1315. doi: 10.1186/s12913-024-11724-3.
Health education in primary schools plays a critical role in equipping children with essential self-care skills, fostering health literacy, and addressing social determinants of health. This study explores the perspectives of parents and teachers on teaching self-care and managing common health issues in UK primary schools. Despite the recognized importance of health education, there is limited research on how self-care education is perceived and implemented in the primary school setting.
A qualitative study was conducted using semi-structured interviews with 18 participants, including 9 generalist primary teachers and 9 parents from diverse educational and socioeconomic contexts in the West Midlands, East Midlands, Northwest, and London of England. Participants were recruited via social media and professional networks, and interviews were conducted via video conferencing platforms. Data were thematically analysed using NVivo 12 to identify recurring themes related to the delivery and impact of self-care education in primary schools.
Teachers and parents highlighted key self-care topics, including hygiene, managing common illnesses like colds and cuts, and mental well-being. There was a consensus on the importance of self-care education, but views diverged on whether the responsibility should lie primarily with schools, parents, or a collaborative approach. Teachers expressed concerns about their preparedness to teach sensitive topics, citing a lack of training and resources. Socioeconomic and religious contexts further influenced perceptions, with participants emphasising further importance of school-led self-care education for children from lower socioeconomic backgrounds. Strengths were identified in current self-care education efforts, particularly in practical lessons that empower children with age-appropriate skills.
This study highlights the critical need for comprehensive and collaborative health education in primary schools to promote health literacy and reduce health disparities. Enhancing teacher training, integrating self-care topics into the primary curriculum, and fostering stronger partnerships between schools and families are essential to improving the quality and consistency of self-care education. Policymakers should consider implementing mandatory health education training in teacher education programs and providing ongoing professional development to support teachers. By addressing these gaps, schools can play a pivotal role in preparing children for lifelong health management, reducing the burden on healthcare services, and supporting public health objectives.
小学健康教育在培养儿童基本自理技能、提高健康素养以及解决健康的社会决定因素方面发挥着关键作用。本研究探讨了英国家长和教师对英国小学教授自我护理和管理常见健康问题的看法。尽管健康教育的重要性得到了认可，但关于自我保健教育在小学环境中的感知和实施情况的研究有限。
采用半结构化访谈的定性研究方法，对来自英格兰西米德兰兹、东米德兰兹、西北地区和伦敦的 18 名参与者进行了访谈，其中包括 9 名普通小学教师和 9 名来自不同教育和社会经济背景的家长。参与者通过社交媒体和专业网络招募，并通过视频会议平台进行访谈。使用 NVivo 12 对数据进行主题分析，以确定与小学自我保健教育的实施和影响相关的反复出现的主题。
教师和家长强调了关键的自我保健主题，包括卫生、管理常见疾病如感冒和割伤以及心理健康。他们一致认为自我保健教育很重要，但对于责任主要应由学校、家长还是合作方式承担存在分歧。教师对教授敏感话题的准备情况表示担忧，指出缺乏培训和资源。社会经济和宗教背景进一步影响了观点，参与者强调学校主导的自我保健教育对于来自较低社会经济背景的儿童更为重要。目前自我保健教育工作的优势得到了认可，特别是在赋予儿童适合年龄的技能的实用课程中。
本研究强调了在小学中开展全面和协作性健康教育的迫切需要，以提高健康素养并减少健康差距。加强教师培训、将自我保健主题纳入小学课程以及加强学校与家庭之间的伙伴关系，对于提高自我保健教育的质量和一致性至关重要。政策制定者应考虑在教师教育计划中实施强制性健康教育培训，并为教师提供持续的专业发展支持。通过解决这些差距，学校可以在培养儿童终身健康管理能力、减轻医疗保健服务负担以及支持公共卫生目标方面发挥关键作用。
