An analysis of the first implementation and impact of the World Health Organisation’s health promoting school model within disadvantaged city schools in Ireland

Abstract

While knowledge about the World Health Organisation’s (WHO) healthy schools model has been developed in recent years, process implementation and outcomes for school children have not improved in line with these advances. This deficit has become known as the ‘implementation gap’ and refers to the difference between the evidence of what works in theory and what is delivered in practice. The aim of this research was to evaluate the first implementation and impact of the WHO model among urban disadvantaged school children in Ireland from 2008 to 2012. A concurrent mixed methods study design was used. A process evaluation-mapped implementation and a three-year cohort study measured the impact. Data comprised of semi-structured interviews, focus groups and documentary analysis. Instruments included the Kidscreen-27 and the Child Depression Inventory (CDI). Over 600 children in five intervention and two comparison schools were recruited. The process evaluation revealed that top-down decision making based on the communities rather than each individual school’s needs and a lack of understanding of the concept of the whole school approach inhibited implementation. No significant differences were found between intervention and comparison of schools over three years post implementation. The successful implementation within an urban disadvantaged region requires not an analysis of the regional needs but a development of the individual school needs and sufficient lead-in time to ensure that each school is ready in terms of its understanding. Furthermore, healthy schools coordinators roles need to be clarified as facilitators of development and change rather than as unsustainable providers of health activities.

Keywords:

• health
• education
• urban
• school
• disadvantage

Notes

1. For any question within the CDI that is not answered, responses are marked as missing. In accordance with best practice guidelines as provided by the author of the CDI-S instrument, any questionnaires with more than 10% of responses missing (i.e. one missing response) were excluded from analysis to maintain validity for the data (Kovacs, 2009). The CDI-P was not administered to parents at Baseline as the instrument is not validated for this age group (Not applicable n/a appears in the table above). At Year 1 follow-up, the CDI-P was administered and methods of validation are being carried out.

Additional information

Funding

This work was supported by the Childhood Development Initiative, Ireland.