Developing Health-Promoting Schools …
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In developing the training resources for HPS, the objectives were:
(i) to train teachers as health ambassadors with adequate knowledge and skills to
promote healthy behaviour and lifestyle among students; and
(ii) to assess physical and social environment of schools and inform appropriate
authorities for corrective action.
HPS trainings were conducted from November 2019 to January 2020 in 6 batches
with 50 teachers in each batch. Trainings were conducted by subject experts using the
Teachers Training Manual developed by BHC which focuses on 8 themes detailed
in the following section.
Schools will be assessed pre- and post-training using WHO’s HPS assessment tool.
Results of the assessment will be reported once post-training results are finalized. The
schools are assessed on their physical infrastructure, compliance to health policies,
healthy social environment, engagement of parents and community, healthcare and
promotion services. If schools qualify in the post-training assessment, they will be
certified as Health-Promoting Schools.
3 Findings
The design and implementation of HPS in Indore relies on three key factors to create
positive change. They are training of teachers as health ambassadors, promoting
healthy school environment and multisectoral collaboration and convergence. While
further exploration of their impact will occur during the assessment, below we define
these factors, how they came to be and how they were implemented.
3.1 Training of Teachers as Health Ambassadors
Understanding the importance of school health education, two teachers each (preferably the principal and science teacher) from each school were trained by subject
experts using the Teachers Training Manual prepared by the BHC team. This manual
provides age-appropriate guidelines for all stakeholders including students, teachers
and parents with the goal to involve the students in making positive and healthy
lifestyle choices through systemic interventions.
The manual focuses on the following themes:
25
In developing the training resources for HPS, the objectives were:
(i) to train teachers as health ambassadors with adequate knowledge and skills to
promote healthy behaviour and lifestyle among students; and
(ii) to assess physical and social environment of schools and inform appropriate
authorities for corrective action.
HPS trainings were conducted from November 2019 to January 2020 in 6 batches
with 50 teachers in each batch. Trainings were conducted by subject experts using the
Teachers Training Manual developed by BHC which focuses on 8 themes detailed
in the following section.
Schools will be assessed pre- and post-training using WHO’s HPS assessment tool.
Results of the assessment will be reported once post-training results are finalized. The
schools are assessed on their physical infrastructure, compliance to health policies,
healthy social environment, engagement of parents and community, healthcare and
promotion services. If schools qualify in the post-training assessment, they will be
certified as Health-Promoting Schools.
3 Findings
The design and implementation of HPS in Indore relies on three key factors to create
positive change. They are training of teachers as health ambassadors, promoting
healthy school environment and multisectoral collaboration and convergence. While
further exploration of their impact will occur during the assessment, below we define
these factors, how they came to be and how they were implemented.
3.1 Training of Teachers as Health Ambassadors
Understanding the importance of school health education, two teachers each (preferably the principal and science teacher) from each school were trained by subject
experts using the Teachers Training Manual prepared by the BHC team. This manual
provides age-appropriate guidelines for all stakeholders including students, teachers
and parents with the goal to involve the students in making positive and healthy
lifestyle choices through systemic interventions.
The manual focuses on the following themes: