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A new theory of health promoting schools based on human functioning, school organisation and pedagogic practice

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  • Markham, Wolfgang A.
  • Aveyard, Paul

Abstract

This paper outlines a novel explanatory frame for understanding how schools may intervene in order to promote pupils' health. The new theory is synthesised from an Aristotelian interpretation of human functioning and a theory of cultural transmission. In keeping with recent influential theoretical developments, it is proposed that health has its roots in human functioning. It follows from this concept that the promotion of pupils' health is facilitated by the promotion of pupil functioning and the primary mechanisms through which schools promote pupil functioning and, hence, health, are through the influences of school organisation, curriculum development and pedagogic practice on pupil development. According to the new theory, good human functioning is dependent on the realisation of a number of identified essential human capacities and the meeting of identified fundamental human needs. Two essential capacities, the capacity for practical reasoning and the capacity for affiliation with other humans, plan and organise the other essential capacities. The realisation of these two capacities should, it is argued, be the primary focus of health promoting schools. Additionally, health promoting schools should ensure that fundamental human needs concerning non-useful pain and information about the body are met. A number of testable hypotheses are generated from the new theory. Comparisons with existing interpretations of health promoting schools indicate there are similarities in the actions schools should take to promote health. However, the new theory can, uniquely, be used to predict which pupils will enjoy the best health at school and in adulthood. Additionally, according to the new theory, schools do not need designated health education classes or teaching staff with specialist health education roles in order to be health promoting. It is concluded that the new theory may have a number of advantages over existing theories at both the policy and intervention levels.

Suggested Citation

  • Markham, Wolfgang A. & Aveyard, Paul, 2003. "A new theory of health promoting schools based on human functioning, school organisation and pedagogic practice," Social Science & Medicine, Elsevier, vol. 56(6), pages 1209-1220, March.
    • Handle: RePEc:eee:socmed:v:56:y:2003:i:6:p:1209-1220
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    Citations

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    Cited by:

    1. Elovainio, Marko & Pietikäinen, Minna & Luopa, Pauliina & Kivimäki, Mika & Ferrie, Jane E. & Jokela, Jukka & Suominen, Sakari & Vahtera, Jussi & Virtanen, Marianna, 2011. "Organizational justice at school and its associations with pupils’ psychosocial school environment, health, and wellbeing," Social Science & Medicine, Elsevier, vol. 73(12), pages 1675-1682.
    2. Saab, Hana & Klinger, Don, 2010. "School differences in adolescent health and wellbeing: Findings from the Canadian Health Behaviour in School-aged Children Study," Social Science & Medicine, Elsevier, vol. 70(6), pages 850-858, March.
    3. Melendez-Torres, G.J. & Warren, Emily & Viner, Russell & Allen, Elizabeth & Bonell, Chris, 2021. "Moderated mediation analyses to assess intervention mechanisms for impacts on victimisation, psycho-social problems and mental wellbeing: Evidence from the INCLUSIVE realist randomized trial," Social Science & Medicine, Elsevier, vol. 279(C).
    4. Louise Persson & Katarina Haraldsson & Curt Hagquist, 2016. "School satisfaction and social relations: Swedish schoolchildren’s improvement suggestions," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 61(1), pages 83-90, January.
    5. Schreuders, Michael & Nuyts, Paulien A.W. & van den Putte, Bas & Kunst, Anton E., 2017. "Understanding the impact of school tobacco policies on adolescent smoking behaviour: A realist review," Social Science & Medicine, Elsevier, vol. 183(C), pages 19-27.
    6. Graham F. Moore & Rebecca Cox & Rhiannon E. Evans & Britt Hallingberg & Jemma Hawkins & Hannah J. Littlecott & Sara J. Long & Simon Murphy, 2018. "School, Peer and Family Relationships and Adolescent Substance Use, Subjective Wellbeing and Mental Health Symptoms in Wales: a Cross Sectional Study," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(6), pages 1951-1965, December.
    7. Roman Pabayo & Michel Janosz & Sherri Bisset & Ichiro Kawachi, 2014. "School Social Fragmentation, Economic Deprivation and Social Cohesion and Adolescent Physical Inactivity: A Longitudinal Study," PLOS ONE, Public Library of Science, vol. 9(6), pages 1-12, June.
    8. Markham, Wolfgang A. & Young, Robert & Sweeting, Helen & West, Patrick & Aveyard, Paul, 2012. "Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study," Social Science & Medicine, Elsevier, vol. 75(1), pages 69-76.
    9. Wolfgang A. Markham & Alan Dolan & Graham F. Moore, 2021. "A Sociological Framework to Reduce Aberrant Behaviour of School Students Through Increasing School Connectedness," SAGE Open, , vol. 11(3), pages 21582440211, July.

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