Education and Health journal Archive

Education and Health articles: complete archive

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SEARCH by Year (eg. type 2011 and all articles published in 2011 will appear). SEARCH by Volume and Issue: Volume 1 was published in 1983. Most years have 4 issues. In 2013 it is volume 31. To read all articles in vol. 31: issue 1 - type 311 etc.

Judith Rodwell and Sarah Grogan. 2014. Parents’ Perspectives on the Good Childhood Report 2013:  A Qualitative Study. Education and Health 32(3),88-92. PDF

David Evans. 2013. SRE - Not yet good enough: Can scripts bridge the training gap? Education and Health 31(4),102-105. PDF

Alison Leah Williams, Sarah Grogan, Emily Buckley and David Clark-Carter. 2013. British adolescents’ experiences of an appearance-focussed facial-ageing sun protection intervention: a qualitative study. Education and Health 31(4),97-101. PDF

Glyn Owen. 2013. Teaching cooking at Ashton Vale Primary. Education and Health 31(4),93-96. PDF

Tim Baker and Nicholas Shelley. 2013. Charlton Manor’s Food Journey. Education and Health 31(4),90-92. PDF

Leila Harris. 2013. Food for thought. Education and Health 31(4),88-89. PDF

Mark D. Griffiths. 2013. Adolescent gambling via social networking sites: A brief overview. Education and Health 31(4),84-87. PDF

Nyanda McBride, Michael McKay and Harry Sumnall. 2013. SHAHRP: School Health and Alcohol Harm Reduction Project – Developments in Australia and the UK. Education and Health 31(4),79-83. PDF

Paul Gately, Claire Curtis and Rachel Hardaker. 2013. An evaluation in UK schools of a classroom-based physical activity programme - TAKE 10! ®: A qualitative analysis of the teachers' perspective. Education and Health 31(4),72-78. PDF

Charlotte Taylor, Penney Upton and Dominic Upton. 2013. Can a school-based intervention increase fruit and vegetable consumption for children with Autism? Education and Health 31(3),95-98. PDF

Michal Tombs, Kimberley Johnson and Philip J. Tyson. 2013. The benefits of physical activity for cognitive functioning in a student population. Education and Health 31(3),84-90. PDF

Alisa Stanton, Vitaliy Chernenko, Rosie Dhaliwal, Merv Gilbert, Elliot M. Goldner, Carolyn Harrison, Wayne Jones and Martin Mroz. 2013. Building healthy campus communities: The adaptation of a workplace tool to understand better student wellbeing within higher education settings. Education and Health 31(3),84-90. PDF

Michelle S. Springer. 2013. Swimming Against the Tide – Establishing a Wellbeing Curriculum. Education and Health 31(3),79-83. PDF

Mark D. Griffiths. 2013. Adolescent mobile phone addiction: A cause for concern? Education and Health 31(3),76-78. PDF

Katrina Wyatt and Jennifer Lloyd. 2013. Development of a novel, school located, obesity prevention programme, the Healthy Lifestyles Programme (HeLP). Education and Health 31(2),89-95. PDF
 

 

Allison Ford, Crawford Moodie, Anne Marie MacKintosh and Gerard Hastings. 2013. How adolescents perceive cigarette packaging and possible benefits of plain packaging. Education and Health 31(2),83-88. PDF
 

 

Michelle Bell and Wayne Usher. 2013. Interpreting the mental health crisis in Australia’s Gold Coast primary schools. Education and Health 31(2),77-82. PDF
 

 

Alison McInnes and David Blackwell. 2013. Self-reported drinking behaviour of school age children in Sunderland over a fourteen-year period. Education and Health 31(2),67-76. PDF
 

 

Leila Harris. 2013. Healthy lifestyles: ‘Styling a healthier life’. Education and Health 31(2),65-66. PDF
 

 

Anthony Seldon. 2013. Why the development of good character matters more than the passing of exams. Education and Health 31(2),59-64. PDF

 

Mohammad Al-Motlaq and Kenneth Sellick. 2013. Primary school teachers’ asthma knowledge and confidence in managing children with asthma. Education and Health 31(2),53-58. PDF

Louise Croft, Luis Gracia-Marco and Richard Winsley. 2013. Should we be giving children choices about their health: Engaging University students in complex health questions? Education and Health 31(3),72-75. PDF

Luísa Campos. 2013. Commentary on the paper by Livingston et al., ‘Evaluation of a campaign to improve awareness and attitudes of young people towards mental health issues’. Education and Health 31(1),45-50. PDF

James D. Livingston. 2013. Mass media campaigns as signals of social movements : Response to the commentaries on the paper, ‘Evaluation of a campaign to improve awareness and attitudes of young people towards mental health issues’. Education and Health 31(1),51-54. PDF

Debra Rickwood. 2013. Make it personal: Commentary on the paper by Livingston et al., ‘Evaluation of a campaign to improve awareness and attitudes of young people towards mental health issues’. Education and Health 31(1),36-40. PDF

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Comments about SHEU

We were all very impressed with the spreadsheet and can see that an incredible amount of work has gone into creating this!

Health Improvement Specialist

"The data from the 2018/19 survey is still in heavy use here, the physical activity related findings were pivotal in changing the relevant strategy recently to target less active groups like girls towards the end of secondary school, and I’ve three fairly hefty jobs on the to-do list that will use the data with other sources to identify target schools for mental health and physical activity projects, and another looking at community safety. I call it the gift that keeps giving and that certainly seems to be the case!"

Senior Public Health Specialist (Intelligence)

"The data from last time were spot-on and we have done lots of work with it. We are very keen to repeat the survey." Headteacher

Headteacher

“(The SHEU survey) was very, very useful. It gave us reassurance we weren’t missing a trick. For example not many pupils in the sample year groups were taking illegal drugs, which re-enforced our opinions. But the survey also raised issues and flagged some things up. We discovered that some of our girls weren’t eating enough – the percentage of girls in our school not eating lunch the day before the survey was higher than the county average. There were other concerns too, specifically around cigarettes, alcohol and attendance.
The school used this data and took a number of actions to address it. More female peer mentors were put in place and the school asked NEXUS (the Extended Schools service) for help, so they developed a programme for girls which addressed their eating patterns, healthy eating, sex education and self-esteem issues.
We ran an anti-bullying group for Year 9 as a preventative measure, based upon data provided by our current Year 10 students.
The travel data revealed that a high number of pupils took the car to school so we involved the BIKE-IT scheme who ran assemblies, brought in their bikes (including one with a pedal-powered smoothie maker!), and raised awareness of health and green issues.
The information about how happy the students were with their lives raised some concerns as far fewer girls were as happy as the boys, so work was done around developing aspirations, role-models and self-esteem."        
 

Deputy Head, Secondary School

I would just like to say thank you very much to Angela, yourself and all of the SHEU team for making the [survey] so successful. The survey has been well received and we are using data in new ways to help support work on local Public Health priorities.

Senior Public Health Specialist

"You and the team have the evidence to show how young people's behaviour has or hasn't changed over time." 
Tribute from a Health Education Co-ordinator to John Balding, presented at his retirement lunch, May 2005

Health Education Co-ordinator

I think the HRBQ is an absolutely wonderful, informative tool and I am keen to really encourage schools/other relevant partners (as appropriate) to utilise this invaluable data to encourage voice of the child, and subsequently contribute to shaping priorities and services.

Senior Health Improvement Practitioner (Children and Young People)

 “The (SHEU survey) helped us to prioritise where we needed to be in terms of PSHE education. We delivered assemblies based on the evidence as well as curriculum development, and dealt with whole school issues – particularly in regard to pastoral care. The answers received to the question on the survey “Who are you most likely to approach if you needed help” worried staff as “teacher” was not a popular answer. Subsequently the staff asked themselves why this had happened and what needed to be done to address the issue. There was more emphasis on wider aspects of PSHE education delivery, which needed more attention.

To summarise, the (SHEU survey) allows the PSHE department to assess the impact of teaching and learning and modify future lessons accordingly. It allows our school to look at whole school issues such as the extent to which the pastoral care system is meeting the needs of our pupils. It helps us to do need analysis of our pupils. It helps to provide important evidence for SEF / the extent to which we are meeting wellbeing indicators / National Healthy School standards.”  

Secondary School Head

"We never make a move without looking at these excellent reports." Public Health Consultant

Public Health Consultant

I would be extremely interested to see the results as I know how useful this information has been to the other schools in the
borough

Headteacher