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HealthLit4Kids: Dilemmas associated with student health literacy development in the primary school setting

Nash, R ORCID: 0000-0003-3695-0887, Cruickshank, V ORCID: 0000-0002-9766-6807, Pill, S, MacDonald, A ORCID: 0000-0003-4774-0244, Coleman, C and Elmer, S ORCID: 0000-0001-9757-9976 2020 , 'HealthLit4Kids: Dilemmas associated with student health literacy development in the primary school setting' , Health Education Journal , pp. 1-14 , doi: 10.1177/0017896920961423.

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Objective: To ascertain teachers’ articulation and experiences of navigating dilemmas that inhibit and/orenable the fostering of health literacy in primary school settings.Design: Qualitative analysis of teachers’ written reflections on introducing health literacy into their schooland classroom.Setting: Tasmania, Australia.Method: Eighty-four teachers in five primary schools participated in the HealthLit4Kids programme.Teacher reflections were collected at the conclusion of the first year of the programme and assessedusing Windschitl’s Dilemmas to identify recurrent themes raised by the conceptual, pedagogic, cultural andpolitical dilemmas teachers faced.Results: Key dilemmas faced by teachers concerned the development of a whole-of-school approach,student engagement and professional development.Conclusion: Internationally few health literacy programmes for primary schools exist. The theorydeveloped from the themes identified in this study will inform future health literacy programme design andimplementation strategies. Purposeful consideration of each theme will guide their success, scalability andsustainability. Future research on the role of constructivist teaching styles in health literacy development inthe school setting is urgently required.

Item Type: Article
Authors/Creators:Nash, R and Cruickshank, V and Pill, S and MacDonald, A and Coleman, C and Elmer, S
Keywords: HealthLit4Kids, health literacy, health education, schools, teacher reflection
Journal or Publication Title: Health Education Journal
Publisher: Sage Publications Ltd.
ISSN: 0017-8969
DOI / ID Number: 10.1177/0017896920961423
Copyright Information:

Copyright 2020 the authors

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