Developing a ‘healthy school’ has been a key aim for many schools across the globe, yet achieving successful implementation and sustaining the positive benefits has proven to be challenging. In this much-needed text, the contributors draw upon their wide range of international expertise and experience to demonstrate how guidelines can best be implemented by building upon scientific knowledge of ‘implementation theory’, as well as empirically-based practice from health-promoting school initiatives.
The Implementation of Health Promoting Schools articulates an evidence base for implementation that is centred on eight theorised implementation components, each of which is designed to help practitioners to utilise theory-based guidelines within the school as an organisational setting. This approach differs from more traditional implementation guidelines for pre-packaged programs, which are often only focused on providing guidance to an individual teacher in a classroom. Needs for further research to confirm and add to the identified components are also addressed. With contributions from leading experts around the world, this book is structured around three main sections:
Authoritative, research-based and supported by examples from concrete practices in schools and governmental bodies at local and national level, this text provides guidance that is vital for future advancement of the field, and is essential reading for teachers, educational professionals and policy makers. It will also appeal to researchers, academics and undergraduate and postgraduate students studying whole school health practice and research.
Foreword Contributors Section 1 1. Introduction Oddrun Samdal and Louise Rowling 2. Overview of Implementation in Health Promoting Settings Mark Dooris and Margaret M. Barry 3. Applying system theory of organisational change to health promotion interventions in schools Wolfgang Dür 4. Theory-based components for implementation of health promoting schools Oddrun Samdal and Louise Rowling 5. Theory and empirically based implementation of elements in components Oddrun Samdal and Louise Rowling Section 2 6. Canada and Norway: Leadership and Management at regional and school level Gloria Wells 7. England and Australia: Policy and institutional anchoring at national and regional level and its importance for sustainability Colin Noble and Marilyn Toft 8. Portugal, Poland and Europe: Preparing and planning for student participation and sustainable health promotion practice at school and national level Margarida Gaspar de Matos; Daniel Sampaio, Isabel Baptista & Equipa Aventura Social 9. Germany and Scotland: Partnership and networking Kevin Dadaczynski & Peter Paulus Section 3 10. Cross-fertilisation of national experiences and need for future developments Oddrun Samdal and Louise Rowling