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Abstract

Background: Health literacy impacts children’s health and educational attainment, thereforedetermining the most appropriate pedagogical design is critical. The long-term health benefitsof health literacy for each child’s life-course further justifies this imperative. School-basedhealth literacy programs are of interest internationally.Methods: Authors brainstormed the search terms and established inclusion/exclusion criteriafor the systematised review. Two databases (CINAHL, ERIC) were searched followingPRISMA guidelines. Three authors screened and sorted the findings. Results: Twenty one relevant studies were identified from 629. Few (6/21) studies weresituated in the primary school setting.Discussion: This review found a variety of project designs, evaluation methods, andconceptual models. Descriptive analysis of the final 21 papers highlighted the importance ofmulticomponent design (whole-of-school and curriculum), cross-curricula integration,professional development for teachers, age of children, role of parents, and role ofcommunity. The results of this analysis may usefully inform primary school program designin the future.Conclusion: Schools provide a logical setting for health literacy development. Despite theevidence that adolescence is too late, few studies have been situated in primary schools.Teachers lack confidence to teach health and need ongoing professional development. Parent,child and community voices are essential for sustained engagement and program success.

Item Type:	Article
Authors/Creators:	Nash, R and Patterson, K and Flittner, A and Elmer, S and Osborne, R
Keywords:	HealthLit4Kids, health literacy, health education, schools,
Journal or Publication Title:	Journal of School Health
Publisher:	Amer School Health Assoc
ISSN:	0022-4391
DOI / ID Number:	10.1111/josh.13054
Copyright Information:	Copyright 2021 American School Health Association
Related URLs:	Google Scholar: Nash, R UTAS Profile: Nash, R UTAS Profile: Patterson, K
Item Statistics:	View statistics for this item

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