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Health promoting schools: lessons from working intersectorally with primary schools in Australia

Hunter Centre for Health Advancement, Faculty of Medicine, University of Newcastle, Locked Bag 10, Wallsend, NSW 2287, Australia

Ros Weston

University of Southampton, UK

Jenny McWhirter

University of Southampton, UK

Erica James

Centre for Clinical Epidemiology and Biostatistics, University of Newcastle, Australia

Deborah Moore

Hunter Centre for Health Advancement, Faculty of Medicine, University of Newcastle, Locked Bag 10, Wallsend, NSW 2287, Australia

Bernie Coulter

National Heart Foundation, Hunter Branch, Australia

Cheryl Titheridge

Coalfields Healthy Heartbeat Coordinators, Australia

Jan Halverson

Coalfields Healthy Heartbeat Coordinators, Australia

Jane Potter

Cessnock District Hospital, Cessnock, Australia

This paper provides suggestions for those who seek to aid schools in becoming more active in health promotion. The lessons provided have been gleaned by working with a network of schools in a socially disadvantaged region over a period of three years. The project began because of concern about high rates of adult heart disease. There are how 15 primdry schools that have adopted a healthy promoting schools approach involving curriculum and environmental change along with community involvement. The key to success has been the project's local community base, consideration of the schools' core business and support by outside agencies. When planning school programmes, it is important to identify and develop projects based on local community need, to plan a recruitment strategy to engage schools in the project and to tailor programmes to complement the core activity of the school. During the implementation phase, involving the whole school community, establishing harmonious relationships using credible external agencies to advocate and support the project and conducting in-service training can enhance the programme. Providing support and follow-up to schools and teachers helps to ensure continuity. Mobilising the local community and providing public relations support appears to be important to the schools. The final lesson is to be patient and to realise that change in schools takes time.

Health Education Journal, Vol. 55, No. 3, 300-310 (1996)
DOI: 10.1177/001789699605500305


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