A child’s health directly affects his or her academic achievement. Limited literature is available on barriers and enablers of elementary school health instruction, and even less is known about a teacher’s experience that influences his or her decision to teach health. The purpose of this research was to understand these barriers and enablers. A qualitative research design was used, specifically analytic induction. Schools were randomly selected for participation; principals identified teachers to participate. Focus groups were held with 51 teachers at 9 schools; and 56 one-on-one interviews were conducted with teachers at 22 schools. Data included over 350 pages of transcript. Data were analyzed following a six-step data analysis process. Results indicate that classroom health instruction appears to be influenced by time and policy constraints, teacher interest, student enthusiasm, and health subjects that are fun. The data indicate that end-of-level test scores are more influential than other factors. Teacher preferences or interests included personal interest, perceived level of importance, and level of comfort with the subject. The largest barrier was a lack of time, including instruction time, and time to find and compile health-related materials. The solution to increasing the quantity and quality of school health instruction appears to involve five tasks: developing policy, establishing priorities, integrating curriculum, enhancing resources, and providing inservices. A multi-task approach may positively affect how health is taught in the schools, the quality of the classroom experience for both teachers and students, and the resultant outcomes in terms of knowledge, attitudes, and behaviors.
Learning Objectives: At the conclusion of the session the participant will be able to: 1. Recognize barriers to elementary classroom health instruction. 2. Recognize enablers to elementary classroom health instruction. 3. Identify methods for enhancing elementary school teacher capacity for health instruction. 4. Describe how health professionals, teachers, and community members can advocate for an environment that supports classroom health instruction.
Keywords: School Health, Health Education
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.