Factors influencing the implementation of a school-based parental support programme to promote health-related behaviours—interviews with teachers and parents

BMC Public Health

Research Article

Elinor Sundblom¹  Helena Bergström²  Gisela Nyberg²  Liselotte Schäfer Elinder²  Åsa Norman³  Ulrika Haggård⁴ 

[1] Centre for Epidemiology and Community Medicine, Stockholm County Council, Box 1497, 171 29, Solna, Sweden;Centre for Epidemiology and Community Medicine, Stockholm County Council, Box 1497, 171 29, Solna, Sweden;Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, 171 77, Stockholm, Sweden;Department of Public Health Sciences, Karolinska Institutet, Tomtebodavägen 18A, 171 77, Stockholm, Sweden;National Board of Forensic Medicine, Box 4044, Huddinge, Sweden;

关键词: A healthy school start;    Health promotion;    Barriers;    Diet;    Facilitators;    Implementation;    Parental support;    Physical activity;    School children;   

DOI  :  10.1186/s12889-015-1896-x

 received in 2014-11-03, accepted in 2015-05-29,  发布年份 2015

来源: Springer

【 摘 要 】

BackgroundThe ‘Healthy School Start’ programme was developed to promote healthy dietary habits and physical activity, targeting parents of 6-year-old children in pre-school class. Knowledge of barriers and facilitators of implementation is crucial before introducing this kind of programme on a larger scale. The aim of this study was to explore the views of teachers and parents regarding factors influencing the implementation of a school-based parental support programme to promote physical activity and healthy diet.MethodsAn inductive qualitative method was used to explore the experiences and views of teachers and parents involved in the programme. A group discussion was held with three teachers, and semi-structured interviews were conducted with 14 parents. Data were analysed using qualitative content analysis.ResultsClear communication on roles and responsibilities was identified as an overarching theme, emphasising the importance of clear information and well-functioning cooperation between project management, schools and parents when implementing the programme in a school setting. Five categories at a manifest level described aspects influencing the implementation: 1) ‘The programme’ underlining the importance of flexibility and feed-back; 2) ‘the school’ referring to management and work routines; 3) ‘family conditions’, implying various life situations; 4) ‘group dynamics’ dealing with attitudes among children and parents; and 5) ‘the surrounding community’ including accessibility and attitudes within society.ConclusionsWhen implementing a parental support programme in a school setting it is important to facilitate communication and clearly define the division of responsibilities between project management, schools and parents. This emphasises the need for managerial support, and a professional prevention support system.

【 授权许可】

Unknown   
© Bergström et al. 2015. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.