Do schools provide an opportunity for meeting The Health of the Nation targets?

Evaluating health-promoting schools in Hong Kong: development of a framework

Health-promoting schools (HPS)/healthy schools have existed internationally for about 15 years. Yet there are few comprehensive evaluation frameworks available which enable the outcomes of HPS initiatives to be assessed. This paper identifies an evaluation framework developed in Hong Kong. The framework uses a range of approaches to explore what schools actually do in their health promotion and health education initiatives. The framework, which is based on the WHO (Western Pacific Regional Office) Guidelines for HPS, is described in detail. The appropriate instruments for data collection are described and their origins identified. The evaluation plan and protocol, which underpinned the very comprehensive evaluation in Hong Kong, are explained. Finally, a case is argued for evaluation of HPS to be more in line with the educational dynamics of schools and the research literature on effective schooling, rather than focusing primarily on health-related measures.

Evaluation of In Focus: a computer software resource for drug education in schools

This paper presents the main findings of an evaluation study that measured the impact of “In Focus”, a drug education resource for use by teachers working in lessons with 12‐13‐year old children. The resource, which comprised an interactive drug education computer program and associated lesson plans, was evaluated for outcomes using a controlled pre‐ and post‐test pupils’ questionnaire and processes by means of focus groups (pupils) and semi‐structured interviews (teachers). Questionnaires were completed both at pre‐ and post‐test by 762 pupils, in nine schools. After the lessons, small increases in knowledge were found in the intervention group. No significant changes in attitudes or intended behaviour patterns were discernible. The pupils felt they had learned a lot and had enjoyed using the In Focus program. The teachers involved in using the resource had not been provided with training to familiarise them with the use of the resource. Furthermore, many did not use the computer program within the context of the lessons contained in the resource. However, they considered the computer program to be useful in generating discussion in the classroom. This paper concludes that the In Focus resource had a limited impact on knowledge levels of pupils and no impact on attitudes, probably on account of the resource not being used in accordance with instructions. The resource was acceptable to teachers and pupils and is considered worthy of further development.