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Hendriks J, Mayberry L, Burns S. Preparation of the pre-service teacher to deliver comprehensive sexuality education: teaching content and evaluation of provision. BMC Public Health 2024; 24:1528. [PMID: 38844886 PMCID: PMC11157817 DOI: 10.1186/s12889-024-18982-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2023] [Accepted: 05/28/2024] [Indexed: 06/09/2024] Open
Abstract
BACKGROUND Despite the extensive benefits associated with the provision of comprehensive sexuality education (CSE) within a school context, many initial teacher training programs inadequately prepare pre-service teachers to deliver this content. Programs that do provide such instruction do not routinely share details of their curriculum, syllabi, or evaluation data. METHODS This paper outlines the structure of an Australian undergraduate course for pre-service teachers that focuses on instruction in CSE. This course spans twelve teaching weeks, aligns with evidence-based principles for sexuality education, prioritises experiential learning and requires students to complete authentic, practical assessment tasks. Formative, process, and short-term impact evaluation data, based upon five years of delivery, are described. RESULTS Students completing this course reported statistically significant improvements in attitudes associated with CSE and comfort in facilitating all domains of learning (knowledge, attitudes, skills). CONCLUSIONS Positive process and short-term impact data provide strong evidence for the provision of CSE to pre-service teachers, regardless of future teaching speciality. Proposed amendments include the creation of a fully online tuition pattern and an expansion of content to incorporate other audiences, such as community-based educators.
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Affiliation(s)
- Jacqueline Hendriks
- Curtin School of Population Health, Discipline of Health Promotion and Sexology, Curtin University, Bentley, WA, Australia.
- Collaboration, for Evidence, Research and Impact in Public Health, Curtin University, Bentley, WA, Australia.
| | - Lorel Mayberry
- Curtin School of Population Health, Discipline of Health Promotion and Sexology, Curtin University, Bentley, WA, Australia
- Collaboration, for Evidence, Research and Impact in Public Health, Curtin University, Bentley, WA, Australia
| | - Sharyn Burns
- Curtin School of Population Health, Discipline of Health Promotion and Sexology, Curtin University, Bentley, WA, Australia
- Collaboration, for Evidence, Research and Impact in Public Health, Curtin University, Bentley, WA, Australia
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Gunawardena H, Leontini R, Nair S, Cross S, Hickie I. Teachers as first responders: classroom experiences and mental health training needs of Australian schoolteachers. BMC Public Health 2024; 24:268. [PMID: 38263048 PMCID: PMC10804620 DOI: 10.1186/s12889-023-17599-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2022] [Accepted: 12/27/2023] [Indexed: 01/25/2024] Open
Abstract
BACKGROUND Schoolteachers are often the first to respond when a student presents with a mental health issue in the classroom. This places a burden on schools that impacts school staff, healthcare workers and teachers. More broadly, it places a responsibility on the education system to address students' mental health. This study examines Australian teachers' classroom experiences and the training areas identified by teachers as necessary to manage these issues. METHOD Interviews were undertaken with 18 in-service teachers between 2020 and 2021 from Catholic, Independent and Public schools. Data were gathered via multiple interviews and analysed using thematic content analysis. RESULTS The major mental health issues identified by teachers related to mental disorders, depression, anxiety, and a complex range of negative emotional states. Teachers requested training in child and adolescent mental health, counselling skills, early detection and intervention, and training skills to manage the complex relationship with parents and external health and community personnel. Teachers also reported the need to access mental health resources, support and training, which were differentially accessed along socioeconomic status and postcodes. CONCLUSION The data show that teachers are often placed as first responders when a student has a mental health issue but feel inadequately trained to manage these issues in the classroom. We identified mental health issues presenting in Australian classrooms and documented critical features of mental-health training asked for by teachers in order to address those issues. Given the increasing demands on teachers to address the mental health of children and adolescents, we argue that an urgent review of mental health training for teachers is needed.
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Affiliation(s)
| | - Rose Leontini
- The University of New South Wales, Kensington, Australia
| | - Sham Nair
- Department of Education, New South Wales, Australia
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Chisholm A, Coupe N, Ujhelyi Gomez K, Hart J, Peters S. Exploring primary school years interactions around child weight: A qualitative meta-synthesis of school staff, parent, and child views and experiences. Obes Rev 2022; 23:e13451. [PMID: 35398951 PMCID: PMC9539573 DOI: 10.1111/obr.13451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Revised: 07/17/2021] [Accepted: 07/17/2021] [Indexed: 11/30/2022]
Abstract
Interactions about children's weight and weight-related behaviors occur from an early stage in school settings between various stakeholders and are often intended to facilitate weight-related behavioral change in children and/or families. This meta-synthesis (PROSPERO - CRD42019133231) aimed to investigate stakeholder reported experiences and challenges of these encounters. Studies were eligible if they included school stakeholders (teaching or nonteaching staff, parents, caregivers, or children), explored communication topics related to child obesity (weight, diet or activity), were conducted within an early school setting (primary school stage or international equivalent), and used qualitative methods. Database searches conducted March-July 2019 (updated November 2020) identified 40 studies (2324 participants) from seven countries. Included studies were assessed for quality using the Critical Appraisal Skills Programme. Using inductive thematic analysis, we identified four core themes across this database: (1) "conversation characteristics and consequences," (2) "missing components," (3) "avoiding stigma," and (4) "school responsibilities." Overall, stakeholders recognized that schools are well-positioned to provide positive influential messages about childhood obesity and reported that discussions on this topic do occur in early school settings but that stakeholders find them difficult, complex, and lack the necessary skills to deliver the nonjudgmental, consistent, and tailored support that they desire.
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Affiliation(s)
- Anna Chisholm
- Department of Psychology, University of Liverpool, Liverpool, UK
| | - Nia Coupe
- Department of Psychology, University of Liverpool, Liverpool, UK
| | | | - Jo Hart
- Division of Medical Education, University of Manchester, Manchester, UK
| | - Sarah Peters
- Division of Psychology and Mental Health, University of Manchester, Manchester, UK
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Mahfuz MT, Sultana F, Hunter EC, Jahan F, Akand F, Khan S, Mobashhara M, Rahman M, Alam MU, Unicomb L, Luby SP, Winch PJ. Teachers' perspective on implementation of menstrual hygiene management and puberty education in a pilot study in Bangladeshi schools. Glob Health Action 2021; 14:1955492. [PMID: 34338160 PMCID: PMC8330768 DOI: 10.1080/16549716.2021.1955492] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
OBJECTIVE To assess the perspectives of Bangladeshi teachers on the feasibility of delivery and potential for long-term sustainability of puberty and menstruation education in urban and rural schools. METHOD We developed a multi-module puberty and menstrual hygiene management education curriculum that teachers piloted for six months in four urban and rural government and private schools in Bangladesh. We conducted monthly assessments during piloting, discussion for manual revision and four group discussions with 20 participating teachers to understand perceived benefits, barriers, and sustainability of puberty and menstruation education among school children. RESULTS Teachers acknowledged the importance of school-based puberty and menstruation education to improve students' perception and preparedness. They found that the training and instructors' manual they received were useful tools for effectively communicating with students. Teachers noted school and community pressure to de-emphasize educational content not included on nationally standardized examinations, and insufficient time and pre-service training for teaching sensitive topics served as barriers to implementing the pilot curriculum. CONCLUSION Pressure from school authorities and community may hinder the successful long-term delivery of school-based puberty and menstruation education programs that are external to the national curriculum. Our findings indicate that feasibly and sustainably improving education on these topics in Bangladeshi classrooms should be achieved through 1) revision of the current national curriculum to incorporate more comprehensive puberty and menstruation information including its physiology, management, and social context, 2) adequate training and support for teachers to deliver the content, and 3) incorporation of puberty and menstruation content into students' national examinations which may better ensure teachers are given the tools and opportunity to prioritize teaching this content.
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Affiliation(s)
- Mehjabin Tishan Mahfuz
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Farhana Sultana
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Erin C Hunter
- School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Farjana Jahan
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Farhana Akand
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Shifat Khan
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Mosammat Mobashhara
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Mahbubur Rahman
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Mahbub-Ul Alam
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | - Leanne Unicomb
- Environmental Interventions Unit, Infectious Disease Division, International Centre for Diarrheal Disease Research Bangladesh (icddr,b), Bangladesh
| | | | - Peter J Winch
- John Hopkins Bloomberg School of Public Health, Baltimore, MD, USA
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Abstract
Purpose
The purpose of this paper is to understand early career teachers’ perceptions of the impact of a pre-service health education programme on their health promotion practice in schools and the contextual factors that influence this.
Design/methodology/approach
Semi-structured interviews were conducted with 14 primary and secondary trainee and qualified teachers who had trained at a university in England. Data were analysed using thematic analysis.
Findings
The teachers found the training to be a useful introduction, particularly when it was relevant to their practice. They valued gaining practical skills at university, on placement and in school once qualified. They reported that witnessing pupils’ lives in school had increased their awareness that health education is important. Their personal qualities, life experience, the school’s ethos and competing pressures influenced their practice. Teachers considered that building relationships with colleagues, pupils and parents facilitated health promotion, and that health education needs to be relevant to pupils. Some teachers expressed that teaching about health could be a “minefield”. They also discussed whether schools or parents are responsible for educating pupils about health issues and the place of health promotion within education’s wider purpose.
Originality/value
Few studies have followed-up trainee teachers once they are in teaching posts to explore the longer-term perceived impact of pre-service health education training. The findings suggest that teachers’ development takes place via an interaction between training and practice, suggesting that training could particularly aim to provide teachers with a contextualised understanding of health issues and practical experience.
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Medforth N, Timpson H, Greenop D, Lavin R. Monkey’s health service: an evaluation of the implementation of resources designed to support the learning of primary school-aged children in England about healthy lifestyles and NHS services. ACTA ACUST UNITED AC 2015; 38:181-201. [DOI: 10.3109/01460862.2015.1049385] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
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