Stakeholders' experiences of developing health promoting schools: Case studies in the Western Cape

Abstract

Since the inception of health promoting schools in South Africa, several schools have managed to implement the concept successfully. However, very little research has been done that describes the journey that schools have travelled in their efforts to become health promoting schools. This study aimed to investigate and explore educators' perceptions and experiences of the implementation of health promoting schools in the Western Cape. It also looked at the strategies and factors that contributed to the successful implementation of health promoting schools as well as the challenges that role players faced. Although people's perceptions may be subjective, it could provide leaders in education with applicable models of best practice in building health promoting schools. The literature review includes an examination and analysis of health promoting schools, the Ottawa Charter, the World Health Organisation's guidelines for health promoting schools, an evaluation of health promoting schools, and studies on the effectiveness of these programmes around the world and particularly in South Africa. The study employed a qualitative approach with semi structured interviews conducted with principals, educators and school nurses at three schools in the Western Cape. The findings revealed that stakeholders have a fairly good understanding of the concept, that collaboration, skills development, establishing structures, developing the environment and communication systems as well as using existing resources were key strategies employed. Commitment of role players emerged as the strongest factor. Other factors are effective leadership and community involvement. The key challenges that emerged are in the area of a lack of human resources, lack of training and infrastructure and the socioeconomic circumstances of the learners.