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How Did Parents View the Impact of the Curriculum-Based HealthLit4Kids Program Beyond the Classroom?

Author

Listed:
  • Rosie Nash

    (School of Medicine, College of Health and Medicine, The University of Tasmania, Hobart, TAS 7005, Australia)

  • Vaughan Cruickshank

    (School of Education, College of Arts, Law and Education, The University of Tasmania, Launceston, TAS 7250, Australia)

  • Anna Flittner

    (School of Medicine, College of Health and Medicine, The University of Tasmania, Hobart, TAS 7005, Australia)

  • Casey Mainsbridge

    (School of Education, College of Arts, Law and Education, The University of Tasmania, Launceston, TAS 7250, Australia)

  • Shane Pill

    (College of Education, Psychology and Social Work, Flinders University, Bedford Park, SA 5042, Australia)

  • Shandell Elmer

    (Centre for Global Health and Equity, Faculty of Health, Arts and Design, Swinburne University of Technology, Hawthorn, VIC 3122, Australia)

Abstract

The HealthLit4Kids program aims to build health literacy in a participatory and contextually relevant way. Whole-of-school and curriculum strategies aim to empower and build capacity to make informed health choices amongst students, teachers, parents, and their local community. The aim of this study was to evaluate the HealthLit4Kids program from the perspective of parents, using a Self-Determination Theory framework. This is one component within a larger evaluation of the program. Parents at four Australian primary schools were interviewed post-program. Qualitative data collected through parent interviews were analyzed thematically to identify themes, and coding checks were completed by experienced qualitative researchers. The three key themes identified were student engagement, behaviour change, and parent engagement. Findings also indicated that parents placed a high value on effective communication from schools and raised a range of health areas such as food and nutrition, physical activity, and mental health with the interviewer. Parent opinions of the HealthLit4Kids program were positive, with many reporting a perceived increase in their children’s ability to understand, communicate and act on health-related knowledge at home. The HealthLit4Kids program requires further research to determine its viability as an optimal pedagogical strategy for the health literacy development of primary school-aged children.

Suggested Citation

  • Rosie Nash & Vaughan Cruickshank & Anna Flittner & Casey Mainsbridge & Shane Pill & Shandell Elmer, 2020. "How Did Parents View the Impact of the Curriculum-Based HealthLit4Kids Program Beyond the Classroom?," IJERPH, MDPI, vol. 17(4), pages 1-13, February.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:4:p:1449-:d:324433
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    Cited by:

    1. Tetine Sentell & Sandra Vamos & Orkan Okan, 2020. "Interdisciplinary Perspectives on Health Literacy Research Around the World: More Important Than Ever in a Time of COVID-19," IJERPH, MDPI, vol. 17(9), pages 1-13, April.

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