Improving Health Education Awareness in Schools - Coursework Example

Improving Health Education Awareness in Schools Introduction Health is the most significant resource that individuals possess and should thus be well maintained and safeguarded. This objective can be achieved after consideration of several factors, which include economic, biological, psychological, cultural and environmental factors. Promotion of health education is a noble task. This responsibility should be shared among the various institutions that are concerned with the welfare and health of the people. Schools are one such example that play a key role in promoting health awareness and consequently promote health (Jourdan, 2011). Studies highlight an association between schoolwork and health. Education and health are intertwined. Promotion of health will result in academic excellence and increasing education literacy will lead to health knowledge (Jourdan, 2011).Various factors, however, impede the success of this program. Teacher’s lack of understanding health education, inadequate and inappropriate educational tools, and difficulties in presenting this subject as demonstrating the practical benefits of health education are the major challenges (World Health Organization, 2012).Training teachers on health education are a fundamental step to solving the above problem. The society we live in has a major role to play to facilitate the success of this program. This paper will analyze problems encountered in promoting health education in schools and the possible solutions to the problems. The analysis will involve describing advantages and disadvantages associated with each solution. Methodology This research will involve definition of key terms as well as obtaining the views of the different stakeholders in health education awareness program. The approach will ensure comprehensive results are obtained on the challenges faced by health educators in schools. A particular problem in relation to health education awareness in schools will be identified, analyzed and finally a solution will be proposed. Definition of Key terms According to WHO, health can be described as the wholesome state of social, physical and mental well-being. The absence of disease does not in itself indicate good health. It is a priceless resource necessary for everyday living. Health can also be viewed as a concept that emphasizes on individual, social and physical capabilities (World Health Organization, 2012). Health education is the process of communication whose ultimate purpose is to increase health literacy levels and develop important life skills. A broader perspective of health education is empowerment of people to take thoughtful actions regarding the economic, social and environmental conditions that impact their health. It also enables people to shun risky behaviors or practices that are detrimental to their health. Health literacy, on the other hand, refers the degree to which people can access, comprehend, appreciate and share health information with the sole purpose of maintaining good health. Lastly, health promotion is the processes of empowering people manage their health and continually improve their lives (World Health Organization, 2012). Health Education in Schools As stated above, education plays a central part in health education and promotion. Studies have also revealed that there is a link between education and health. For instance, students who can read and write have the ability to search information about the human body system and how to care for the body. However, there are different challenges that limit the effectiveness of schools as a center for health education and awareness. Ignorance of teachers on the importance of health education is one such challenge (Jourdan, 2011). This means that some schools are unable to promote health education. The younger generation is more vulnerable to infections and diseases. There is, therefore, a great need for health education sensitizations in schools to enable the young ones protect themselves against unhealthy practices (UNESCO, 2010). Teachers need thorough training in order to handle health matters efficiently and effectively. Statistics show that most health educators lack proper health training. The main problem is that teachers lack a deeper understanding on the theories upon which health education is established. They also face difficulty in applying these theories to real life situations. This has limited the activities of health education and promotion in schools. Seminars and workshops specifically for teachers will help solve the above problem (World Health Organization, 2012). The themes of study may include general cleanliness and personal hygiene issues, prevention of non-communicable diseases, counseling on how to handle adolescence and puberty issues and physical education. The training also should focus on anti-drugs campaign, environmental education and general life skills (UNESCO, 2010).Successful completion of the above training will enable teachers to disseminate health information to students. Educating pupils on the above subjects will not only develop positive behavior but will also lessen their susceptibility to various life hazards (UNESCO, 2010). The Health services programs in schools will enhance health awareness. Medical clinics should be incorporated into school programs and conducted on a regular basis. Trained teachers and health educators will then carry out a series of tests on individual students to detect any disorders or illnesses. The tests may be dental checks, visual or even de-worming activities. This exercise will help detect any disorders in students at early stages and thus help prevent further complications from developing. The success of this program requires a partnership between schools and medical centers. Students diagnosed with complicated disorders will then be immediately referred to the nearest medical center (UNESCO, 2010). Approaches to Teachers Training Different societies have different educational goals. A deeper understanding of schools and missions of teachers will ensure effective training of teachers. Health education sector, an area that directly affects all people, requires continual assessment and evaluation. This will determine the extent to which a teacher contributes to a student’s success and more importantly how they influence students to take responsibility of their personal health. There are three approaches to training; analysis-centered, process-centered and acquisition centered training (Jourdan, 2011). Analysis centered model focuses on the acquisition of specific knowledge. It requires one to learn about child and adolescent growth development, their behaviors and psychologies. The process of learning is systematic and simulations of situations are also a study technique employed in this approach. This approach provides the trainees in this case teachers with the necessary tools required to design and implement health education in classrooms (Jourdan, 2011). Process centered approach is based on the proper use of resources to solve a problem. In this approach, problems are solved by using creativity, life experiences and research skills. Training in this context involves relating ones personal experiences to the situation at hand (Jourdan, 2011). Analysis centered model involves the ability to examine and investigate situations. This is achieved through case studies, conference meetings and experiment analysis. The ability to scrutinize one’s practice and put it in its proper sphere is the focal point. Theory and practice is a continuous process that goes hand in hand. The training approaches can be done simultaneously. Use of one approach does not limit one from using another (Jourdan, 2011). Purpose of Training One reason for training health educators and teachers is to maintain professionalism. According to Perrenoud, professionalism is the ability to crack complex and dynamic problems using personal resources independently of any pre-defined framework. This is a long term process and requires gradual but continual changes. Professionals are known to be organized and are resourceful in obtaining solutions to current problems. They are also capable of adapting to new situations as need arises (Jourdan, 2011). Health education is not limited to a set of laid down rules. The main aim of health education is to spur change in people. However, human beings are intricate creatures and thus health education should continuously adapt itself to meet this objective. Consider a situation where a teacher wishes to teach sex education. The teacher will have identified the skills he/she needs to extend to students during the lesson. It is nevertheless impossible for the teacher to exhaustively predict accurately all the reactions students will have during the discourse. Students will at times have a unique experience contrary to that of a group. Therefore, health teachers need to embrace different strategies and problem solving approaches (Jourdan, 2011). The ideal training will involve the development of scientific knowledge. This will ensure that knowledge is pooled from several fields of study thus increasing its usefulness in health promotion. For example, we can study anthropology and epidemiology concurrently to learn what they teach about health (Jourdan, 2011). Environment and Health Environment in this context may be defined in a nutshell as the school building in its entirety i.e. physical infrastructure and structures, school’s geographical location, air, water and chemicals that pupils may come into contact with (WHO, 1). School environment has a significant influence on children’s health. Dirty water can cause diarrhea while polluted air in the environment may lead to respiratory related diseases all of which negatively impact children’s well-being. Unsafe school environment impedes health education and promotion. It is noteworthy that children spend a better part of their day in schools implying that any eventful thing in the environment might affect them. Behavioral habits of young students and their inability of judgment increase their vulnerability to diseases. Habits like touching objects with bare fingers and putting fingers in the mouth are common among children. Risky practices like climbing up structures and jumping down are also widespread among little ones. This implies that a great caution has to be exercised in maintaining safe and clean school environments (WHO, 8). Teachers should be student’s role models. They should ensure that classrooms are ever tidy, well ventilated with fresh air and proper waste refuse disposal. This step will help in minimizing bacteria growths and dirt-related insects. Teachers should also be trained on the close relationship between health and the environment. Proper and updated study materials should be provided to teachers so that the subject’s contents of this subject appeal and interest students. The school’s curriculum also must be made to address health and environment related issues (WHO, 28). Implementing Environmental Change in Schools There are immense activities that can be done to improve the environment of a school. These changes are aimed at educating children, parents and teachers on the relationship between the environment and health. Trees may be planted around the school compound to provide shade to the students and thus minimize the harmful effect of ultra-violet rays. Pupils also can take steps such as wearing hats and sunglasses to shield themselves from harmful exposure of ultra-violet radiation (WHO, 16). Use of pesticides in schools should be minimized. Teachers and students should be enlightened about the hazardous effects of pesticides in the society. Respiratory diseases will be reduced if pesticide use is discouraged in school compounds. The quality of air will also improve significantly thus reducing asthma attacks among students. Parents in like manner will be taught by their children environment management techniques (WHO, 16).Schools should adopt policies and procedures that safeguard good health. Proper drainage systems in schools will prevent water-borne diseases. It will further prevent breeding of mosquitoes in the school environment. Children and their Vulnerability to Environmental Diseases There is a need and significant requirement to educate teachers and students on environmental health. Health promotion in schools will yield much fruit as it comprises of the most affected group, children. Research studies reveal that pupils below the age of five, experience over 40% of environmentally related diseases. Children face immense risks living in an environment that lacks fresh air; food and water. Children are more susceptible to environmental illnesses than adults. Experts have analyzed this trend and explain that it is due to children’s dynamic state of growth. The immune, endocrine, digestive and reproductive systems of children are developing thus their detoxification ability largely differs from that of adults. Therefore, exposure to environmental pollutants at an early age will cause irreversible effects on children (WHO, 12). Statistics show that the rate at which children breathe, eat and drink is faster than that of adults. It thus follows that children also absorb toxicants into their bodies at a faster rate. Children also are in contact with the ground often when playing thus increasing their risk of contracting diseases because most contaminants lie there. All these reasons show the urgent need for action in health awareness and promotion in schools. It is also undeniable fact that children spend approximately one third of their day within school environments for nine months in a year. Proper environmental measures must be put in place in schools to increase health awareness and consequently promote health. Risks of contracting sicknesses will also be significantly reduced (WHO, 12). Health and School attendance Increase in health awareness and education will increase school attendance. In Africa, the number of girls who attend school is comparatively low compared to the number of boys. Lack of proper sanitary facilities is the reason behind this low attendance among girls. This compels girls to stay home for long periods during their menstruation periods. Teachers ought to double their efforts to train girls on personal hygiene and how to care for the body. Proper sanitation facilities should be availed to girls in order to prevent school absence (WHO, 18). Girl education is important in any community. Learned ladies who stay in school are more likely to be health conscious. Educated ladies also get married later on in life and bear few children. Further, girls who successfully complete school may thus lead to a decline in infant mortality and are in a better and improved position to serve their children with a nutritious diet. Thus, efforts should be more concentrated on girls as they have the greatest investment returns in terms of health education (WHO, 18). Creation of Healthy Environments in schools Creation of a healthy and safe environment in schools requires a paradigm shift in knowledge, policies and commitments. Conducive environments will result only if problems are identified and strategies devised to solve them. Goals in this context are classified into two: substantive and procedural. Substantive goals encompass matters such as hazard reduction, surveillance of infectious diseases, and provision of clean water amongst many others. Procedural goals will focus on active participation of the whole community, free flow of information and transparent decision making process (WHO, 21). Formation of health committees in schools will help in health education and promotion. The committee ought to comprise of; teachers, school nurses, parents and groundskeepers. The role of the committee will involve health surveillance, proper waste management, structural renovations and preparation of healthy foods (WHO, 21). Qualitative and quantitative data will be valuable to the health committee. Perceptions, attitudes and beliefs are examples of qualitative data. Quantitative data, on the other hand, includes numerical data. The committees will use such information to set goals and priorities regarding improving the school environment. Finally, policies and commitments will be made after careful considerations (WHO, 21). Code of Ethics Code of ethics is simply a set of laid down rules and guidelines acceptable by members of a particular group. These rules are vital in governing organizations especially when handling sensitive matters like health care. They also increase the level of confidence of people without the organization that members within the organization are dedicated to adhering to the guidelines (World Health Organization, 2012). Several world health organizations have come up with codes of ethics. These guidelines provide a benchmark upon which practicing heath educators are expected to comply. It also serves to ensure standardization and uniformity of health promotion programs in various locations. These guidelines are not fixed but undergo review periodically to take into account any emerging trends in the health sector (World Health Organization, 2012). Nutrition and Diet The level of nutrition affects overall health and the rate of studying in among students. Nutrition is a major problem especially in developing countries. Quality of education can be enhanced by feeding students with a proper nutritional diet (UNESCO, 2010).Thus; knowledge of proper diets will be valuable in promoting health education in schools. A balanced diet is vital in the prevention of future diseases. Anna Denny, a nutritionist, states that healthy diets assist the human body to avert the risks of heart disease, stroke cancer among many other diseases. However, many schools do not offer such a diet. In most cases, students are left to carry their own packed lunch and others purchase snacks from canteens. School children are in an active development stage and thus should be provided with meals that meet their body requirements. Health education and awareness can be improved in this regard by improving the nature of the diet consumed by students in schools. Wide consultations should be made with the various stakeholders before implementing any particular diet system in a school. Programs should be designed that appeal the little and encourage them to consume healthy food. For instance, animations and cartoons can be produced which encourage the young to eat healthily so as to gain super powers and be heroes. Children who eat healthily also ought to be rewarded with prizes as a way of motivating all students to develop healthy eating habits (Elliot, BBC NEWS). School Health Programs Various programs can be implemented to promote health education. Award programs can be established that will encourage health promotion and awareness in schools. In 2003, School Health Promotion was founded in Pakistan whose mandate was to influence schools actively participate in health awareness programs. The board reimbursed up to 50% of expenditure incurred by individual schools in running health promotion campaigns (UNESCO, 2010). A similar program, “Fit for School," was started in Philippines. Its’ major activities involved, teaching children to wash hands with soap, brush teeth with toothpaste and de-worming all students. Remarkable results have been recorded from the above programs. Infectious sicknesses have significantly dropped and the number of malnourished students has reduced too. Absence of students from schools has also gone down since the inception of the program (UNESCO, 2010). International agencies have come out strongly to support school health programs in member states. The main objective of these global agencies is to improve the quality of life in member states. Some of the agencies supporting this program are World food program, United Development Program, World health organization among many others (UNESCO, 2010). However, it is crucial poignant to note that the success of school health programs depends on political leadership. Collaboration of all the stakeholders involved will be vital in the triumph of the program. The government must be willing to invest its resources to ensure smooth running of activities (UNESCO, 2010). Conclusion This paper has analyzed the various problems that impede health promotion and awareness in schools. Suggestions have been made on the possible solutions to the problems faced. Training of teachers is import in realizing the above goal. This training should aim in empowering teachers who in turn should develop technical skills in students towards their personal role in health education. Teachers work in relation to health education is directly concerned with the society at large. It is essential that the society be involved in the development of health programs. This will not only encourage participation of the whole community in such programs but will also respect values and beliefs of the people. Human rights and principle of ethics such as respect for human dignity, non-discrimination and integrity must be upheld in the programs (World Health Organization, 2012). Health education and awareness is a responsibility that is borne by various stakeholders, both education and health. Developing a common culture among the various parties involved will create synergies that will improve children’s education. In an evolving world and society, the role of schools in health education and promotion need to be constantly reviewed and be well defined. The school’s curriculum should be tailored to meet the fundamental principles of health education. A health educator is an important member of health promotion group. He/she must embrace various health theories and concepts to succeed in health promotion. Creative skills also play a significant role and all health facilitators should be trained to employ such skills in the course of work. References Elliot Jane. www.bbc.co.uk/news. How do you get pupils to eat well? Jourdan, Didier. (2011).Health Education in schools. The challenge of teacher training United Nations Educational, Scientific and Cultural Organization. (2010).School Health programme: A strategic Approach for improving Health and Education in Pakistan Wargo John. World Health Organization. The physical school Environment. An essential component of Health-Promoting School. World Health Organization. (2012). Health education: theoretical concepts, effective strategies and core competencies. Read More