external evaluation report 2014 - webgate.ec.europa.eu
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SCHOOLS FOR HEALTH IN
EUROPE NETWORK
EXTERNAL EVALUATION
REPORT 2014
OPERATING GRANT CBO_FY2014
Emily Darlington
Matthieu Jourdan
Julie Pironom
Didier Jourdan
Dominique Berger
Table of contents
TABLE OF CONTENTS ..........................................................................................................................2
I. INTRODUCTION/ NETWORK PRESENTATION ................................................................................4
II. PURPOSE OF THIS REPORT: .........................................................................................................5
III. THEORETICAL PERSPECTIVE ........................................................................................................6
IV. EVALUATION FRAMEWORK .......................................................................................................6
IV.A- ANALYSIS OF SHE ACTIVITY IN 2014: ..........................................................................................7
IV.A.1.QUESTIONNAIRES FOR SHE SECRETARIAT: 8
IV.A.2.DOCUMENT ANALYSIS: 8
IV.A.3.INTERVIEWS WITH SHE SECRETARIAT 9
IV.B- ANALYSIS OF OUTCOMES: ..........................................................................................................9
IV.B.1.QUESTIONNAIRE SHE ASSEMBLY EVALUATION SHEET: 10
IV.B.2.SUMMER SCHOOL QUESTIONNAIRE 10
IV.B.3.QUESTIONNAIRE FOR SHE MEMBERS 10
IV.B.4.FOCUS GROUP WITH SHE RESEARCH GROUP MEMBERS 11
IV.B.5.SHE RESEARCH GROUP MEETING: INTERVIEWS AND QUESTIONNAIRE 11
IV.C- FRAMEWORK FOR DATA ANALYSIS .......................................................................................... 12
V. FINDINGS .................................................................................................................................. 12
V.A- STRUCTURE OF THE NETWORK ................................................................................................. 12
V.B- PILOTING OF THE NETWORK: .................................................................................................... 13
V.C- SHE OBJECTIVES 2014: ............................................................................................................... 16
V.D-.PLANNING AND IMPLEMENTATION OF ACTIVITIES PER OBJECTIVES ......................................... 17
OBJECTIVE 1: PROVIDE SUPPORT TO THE MEMBERS OF THE SHE NETWORK: 17
Overall SHE activities 17
SHE website 18
SHE helpdesk: 20
Social media: 21
Newsletters: 25
Networking: 25
SHE assembly: 26
Objectives and expectations: 26
SHE strategic plan 2013-2016 26
OBJECTIVE 2: CAPACITY BUILDING ON SCHOOL HEALTH PROMOTION: 31
SHE Summer School 32
E-learning: 38
Consultancy visits: 38
3
Workshops: online manual and social media: 38
OBJECTIVE 3: ADVOCACY ON SCHOOL HEALTH PROMOTION 41
Innovative practice book 43
Introductory video on HPS: 44
Factsheets: 45
2014 SHE brochure: 45
Odense statement: 46
Other advocacy activities: 47
OBJECTIVE 4: SUPPORTING RESEARCH ON SCHOOL HEALTH PROMOTION 47
SHE research group meeting: 48
Book publication: 58
Research group projects: 58
Support to research outside the research group: 59
Lobbying / advocacy via the dissemination of knowledge: 59
Unplanned activities 59
VI. CONCLUSIONS AND RECOMMENDATIONS ............................................................................... 62
VII. REFERENCES ............................................................................................................................ 67
Appendix 1: Contractual and additional indicators for analysis of SHE activity 2014 ....................... 68
Appendix 2: Synthesis and outline of SHE documents ....................................................................... 69
Appendix 3: Detailed SHE workplan Gantt chart / planning 2014 ..................................................... 78
LIST OF FIGURES: ................................................................................................................................0
LIST OF TABLES ...................................................................................................................................1
We wish to thank Dr. Patricia Mannix McNamara & Sharon Moynihan from the Department of Education and
Professional Studies, University of Limerick (Ireland), as well as the SHE coordinating team and secretariat for
their support in the elaboration of this report.
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I. INTRODUCTION/ NETWORK PRESENTATION
The SHE (Schools for Health in Europe) network has worked on supporting the development
of school health promotion since its creation in 1992 by WHO/Europe, the Council of Europe
and the European Union. The SHE network works as the “platform for professionals in
Europe”1, facilitating the development of a network of professionals and researchers in health
promotion, with a particular focus on schools, throughout 45 countries in Europe. The overall
objectives of the network are to share and disseminate knowledge and good practice in the
field of health promotion in order to develop school health promotion in a sustainable
perspective involving policy-making in each country in Europe. This perspective, based on
strong scientific evidence2, draws on positive concepts of health and the use of social capital
as a means to promote the health of all pupils and staff within school settings with an intended
impact on the whole community and is consistent with the WHO 2020 Policy Framework
aiming to reducing inequalities in Health in the European region.
This perspective is underpinned by core principles and values3:
SHE core values
o Equity. Equal access for all to education and health
o Sustainability. Health, education and development are linked. Activities and
programmes are implemented in a systematic way over a prolonged period
o Inclusion. Diversity is celebrated. Schools are communities of learning, where all
feel trusted and respected
o Empowerment. All members of the school community are actively involved
o Democracy. Health promoting schools are based on democratic values.
SHE pillars
o Whole school approach to health promotion. Combine health education in the
classroom with development of school policies, the school environment, life
competencies and involving the whole school community
o Participation. A sense of ownership by student, staff and parent
1 http://www.schools-for-health.eu/she-network/she-network/more-about-us 2 SHE Terms of Reference 1.2 3 SHE strategic plan 2013-2016
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o School quality. Health promoting schools create better teaching and learning
processes and outcomes. Healthy pupils learn better, healthy staff work better
o Evidence. Development of new approaches and practices based on existing and
emerging research.
These principles support the priorities that were set in the SHE Strategic plan 2013-2016,
which include a focus on the promotion of children’s rights, the importance of schools in the
development of social inclusion, employment, and health, and sustainability via policy making
and empowerment of people.
II. PURPOSE OF THIS REPORT:
As stated in Tender 01-14 EVALUATION SHE 2014 CBO, this report will serve to evaluate
activities carried out by the SHE network in 2014 (process and outcomes) in the light of the
objectives set in the SHE network work plan. The operating grant received by CBO to operate
the SHE indeed includes a budget for an external evaluation to be carried out.
Objectives for 2014 as defined by the SHE network were the following:
1. Provide support to the members of the SHE network
2. Provide capacity building on school health promotion
3. Organize advocacy on school health promotion
4. Support research on school health promotion
This report will contractually be consistent by the following evaluation questions (EQ):
1. Were the activities, as described in the work plan SHE 2014, implemented as planned?
2. Did the activities, as described in the work plan SHE 2014, contribute to the
strengthening and visibility of the SHE network?
3. Did the activities, as described in the work plan SHE 2014, contribute to the
strengthening of the national networks and the professional development of the SHE
members?
4. Did the activities, as described in the work plan SHE 2014, contribute to the visibility of
the 2nd EU Public Health Programme?
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III. THEORETICAL PERSPECTIVE
The SHE network aims to “support organizations and professionals to further develop and
sustain school health promotion in each country by providing the European platform for
school health promotion”4. Activities of the SHE network may therefore be linked to the
following definition of networks: “a structural organization based on human relationships and
not transaction. They are built on trust, not trade and on long-term rather than short-term
goals. Such networks place the importance of people and communication at the centre of their
focus.” (Guevel, Jourdan, 2008, p. 431). Framework for evaluation was tailored consistently to
the preceding standpoint as well as the core principles of health promotion (Stewart-Brown,
2006).
Analysis of structures processes and outcomes were used to provide a comprehensive and
comparative activity assessment (Pineault and Daveluy in Guevel & Jourdan, 2008) in the light
of the intended SHE objectives 2014 and the objectives from the SHE strategic plan 2013-2016.
IV. EVALUATION FRAMEWORK
Evaluation of SHE activities was organized around 3 sections:
1- Understanding of how the SHE network is organized (Analysis of the structure of the
network)
2- Analysis of activities and strategies to meet the SHE 2014 objectives, from the
perspective of the SHE secretariat and secretariat (Analysis of SHE activity)
3- Analysis of SHE activities from the perspective of SHE members and participants, which
relates to the overall aim of the SHE as being a supporting network for professionals
and organizations (Analysis of outcomes)
Period covered by evaluation:
Evaluation targeted activities implemented between January 2014 and December 2014.
Ethical considerations: Participation to this report was voluntary-based and consistent with
respondents’ position within the SHE network.
4 http://www.schools-for-health.eu/she-network
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In order to ensure « transparency of information » (Lessard-Hébert, Boutin, Goyette, 1997,
p.42), the purpose and implementation framework were elicited prior to interviews. A short
presentation of the evaluation framework was included in the introduction of all the
questionnaires. All interviewees were asked for their consent for the meeting to be recoreded.
Data were processed in confidential conditions.
Validity criteria:
Triangulation techniques were used to enhance internal validity of data collection:
- Data triangulation (Hamel, 1997; in Leplat, 2002) : a selection of stakeholders in the
various sub-groups of the SHE network were contacted about the same evaluation
focus, i.e. SHE activities 2014.
- Method triangulation: « that is using various data collection methods in order to enrich
and refine analysis » (Jick, 1979 ; Yin, 1994, in Guilbert, Lancry, 2007, p. 324) : data
collection included interviews (individual, group and focus group) as well as
questionnaires and document analysis.
Theoretical validity was addressed in selecting data collection tools which would take into
account “the person’s perspective” (Lessard-Hébert et al., 1997, p47).
Data analysis:
Speech content analysis as developed by L. Bardin in 2003 (Bardin, 2003) will be used to
analyse qualitative data (Andreani, Conchon, 2003). Categorization sections will be consistent
with the 4 objectives for SHE network 2014.
IV.A- ANALYSIS OF SHE ACTIVITY IN 2014:
Aim and objectives:
Analyse correlation between implementation and strategies, and intended objectives
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- Identify activities carried out by the SHE network to meet the objectives 2014
- Analyse implementation of activities by the SHE network in the light of the SHE 2014
objectives
- Outline and analyse strategies to meet the SHE 2014 objectives
Data collection method:
� Questionnaires to be filled in by SHE secretariat
� Interviews with SHE secretariat
� Document analysis
Indicators: See Appendix 1 for contractual (as stated in the SHE tender) and additional
indicators
IV.A.1.QUESTIONNAIRES FOR SHE SECRETARIAT:
SHE secretariat was asked to provide information about SHE activities in December. Request
to fill in the questionnaire was sent by e-mail. The following items were explored to gather
quantitative data referring to all four SHE 2014 objectives thus completing the qualitative data
provided by interviews as well as account for the contractual indicators stated in the tender
(see appendix 1): SHE Assembly, activity on the website, helpdesk, newsletters, social media,
inclusion of new networks, the SHE research group meeting, and SHE resources such as the
brochure on the workplan, the online manual, the practice book, the video and factsheet N°3.
Answers were sent by e-mail by a member of the SHE secretariat.
IV.A.2.DOCUMENT ANALYSIS:
8 Documents, published between sept 2013 and Dec 2014 were retrieved from the SHE
network website and completed with specific documents provided by the SHE secretariat to
extract qualitative and quantitative data:
o Description of organizational structures
o Identification of activities set up
o Identification of traces of partnership work and networking
List of documents used:
o SHE strategic plan 2013-2016
o SHE Factsheet 1
o SHE Factsheet 2
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o SHE Factsheet 3
o SHE online school manual
o Flyer online school manual
o 2014 SHE network brochure
o SHE Practice Book
o Introduction to health promoting schools in Europe (Video)
A synthesis and outline for each document is presented in appendix 2.
IV.A.3.INTERVIEWS WITH SHE SECRETARIAT
A semi-structured group interview was carried out with the SHE secretariat in December 2014.
The whole of the meeting was recorded as agreed with all selected members. Questions
explored implementation of activities 2014, strategies for implementation, efficacy
perception among the team, potential facilitators and difficulties in meeting SHE objectives
2014.
IV.B- ANALYSIS OF OUTCOMES:
Aim and objectives:
Analyse SHE activity 2014 from members of the SHE network’s perspective
- Evaluate implementation of SHE events in relation to SHE objectives: SHE Assembly, SHE
Summer school
- Analyse implementation of activities by the SHE network in the light of the SHE 2014
objectives
- Outline and analyse strategies to meet the SHE 2014 objectives
Data collection method:
1. Questionnaire SHE Assembly evaluation sheet
2. Summer School Questionnaire
3. Questionnaire for SHE members
4. Focus group with SHE research group members
5. SHE research group meeting Questionnaire
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IV.B.1.QUESTIONNAIRE SHE ASSEMBLY EVALUATION SHEET:
Participants to the SHE Assembly meeting in Tallinn were asked to fill in an evaluation sheet
which covered the following topics: perception of the event, assessment of SHE
communication plan, SHE website and social media, assessment of the outcome of the SHE
Assembly in the light of SHE objectives 2014 and SHE Strategic plan 2013-2016 objectives, and
potential improvements and suggestions for the future. Hard copies of the questionnaire were
distributed during the event; most answers were retrieved at the end of the assembly, a few
additional answers were sent to the evaluation team via e-mail.
IV.B.2.SUMMER SCHOOL QUESTIONNAIRE
The SHE summer school 2014 took place in Ireland from June 23rd to 27th. 11 speakers were
gathered to provide lectures and workshops in the field of school health promotion, with a
dual focus on research and practice. During the event, a questionnaire was passed on to 16
participants to explore their assessment of the event in terms of relevance and future use in
their practice. Outline for the questionnaire was discussed with the Irish team hosting the
event. Hard copies of the questionnaire were given and retrieved at the event.
IV.B.3.QUESTIONNAIRE FOR SHE MEMBERS
Hard copies of the questionnaire were distributed during the SHE Assembly in Tallinn on Oct
8th-10th. 19 people filled the questionnaire:
• 12 National Coordinators or their representative (among which 1 is also a
committee member, 2 are involved in the research group and 1 is a committee
member and also a Research Group Member). 2 Regional Coordinators
• 5 members who were not coordinators:
- 2 members of the Research Group
- 1 secretariat member
- 1 committee member
- 1 stakeholder working in an organization
Questions focused on members’ assessment of SHE activities 2014 in the light of the 2014
workplan objectives and the SHE Strategic Plan 2013-2016.
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IV.B.4.FOCUS GROUP WITH SHE RESEARCH GROUP MEMBERS
A focus group is “a group of people specifically brought together because of common
characteristics to provide information about a health issue, product, or service” (Cottrell &
McKenzie, 2010, p. 310). Practical issues to implement a focus group with Research Group
members were discussed with SHE coordination. Focus questions were submitted to and
discussed with the SHE coordinator and coordinator of the Research Group and covered the
following aspects: how the Research Group supports research in Health Promotion, how the
Research Group supports the development of school health promotion, what Research Group
members get out of being a member and what they can bring to the network themselves.
A member of the evaluation team, who attended the Research Group meeting in Utrecht in
November, moderated the discussion according to the pre-set questions, adding any relevant
focus to what was said. A recording was made, transcription of the data was carried out in
order to process the information that had been collected.
IV.B.5.SHE RESEARCH GROUP MEETING: INTERVIEWS AND QUESTIONNAIRE
Interviews were conducted with a selection of member of the research group and SHE
members during the SHE research group meeting in Utrecht in November 2014. Indicators
from SHE tender were used to design the questions (See appendix 1). Themes explored during
interviews included:
- impact and relevance of SHE activities in SHE Research Group members’ research
- areas in which the network has had a positive impact on their research
- experienced difficulties
- members’ expectations and suggestions for future development
A questionnaire was distributed during the SHE Research Group meeting. Members were
asked to assess SHE activities in the light of SHE objectives 2014 and SHE Strategic Plan 2013-
2016. Hard copies were distributed and retrieved during the SHE research group meeting, only
a few additional answers were sent to the evaluation team via e-mail.
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IV.C- FRAMEWORK FOR DATA ANALYSIS
Questionnaires:
All answers to questionnaires were processed by the evaluation team and compiled in charts.
As the sample of respondents was small, quantitative analysis was discarder and the team
proceeded to qualitative analysis of the data. SHE objectives 2014 were used as categories to
analyse data. Every step of the processing of the data was double-checked by another
evaluation team member.
Interviews and focus group:
Interviews and focus group were transcribed by a member of the evaluation team. Transcripts
were then used to perform speech content analysis as developed by L. Bardin (2003) to extract
relevant qualitative data. Categorization of the data was consistent with the 4 objectives for
SHE network 2014.
V. FINDINGS
V.A- STRUCTURE OF THE NETWORK
CBO as a WHO Collaborating Centre for School Health Promotion provides the SHE network
with the coordinating and secretariat background needed to carry out SHE activities.
The structure of the SHE network is presented in the 2013-2016 Strategic Plan as follows:
Figure 1: Organisational chart of SHE network structure (SHE 2013-2016 Strategic Plan)
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The managing team includes a network coordinator and a secretariat and helpdesk
represented by CBO consultants and advisors.
The International Advisory board includes the Council of Europe, the European Commission
and the WHO Regional Office for Europe, EuroHealthNet, HBSC and other organisations.
National coordinators are appointed by the Ministries of Health and Education, which
formalizes the need and drive to strengthen the bond with policy making and national policies.
By the end of 2014, the SHE network counted 45 national and 5 regional networks. It can be
noted that regional coordinators have had the opportunity to join the SHE network as
observers since 2013.
The SHE planning committee is composed of national coordinators who are elected during
the SHE Assembly meeting. This committee holds meetings twice a year to support the SHE
secretariat in implementing and planning SHE activities.
The SHE research group includes 65 researchers from 27 countries and is chaired by a member
from the Danish School of Education, Aarhus University, Denmark. The core research group
acts a coordinating and developing body for the whole research group activities.
V.B- PILOTING OF THE NETWORK:
This aspect was emphasized by the SHE secretariat as being of high importance and relevance
to the understanding of activities carried out by the SHE. Piloting of the network can be split
into the following tasks:
- Strategic Planning / planning of activities:
The SHE secretariat uses a very detailed planning chart at the beginning of the year, to
synthesize the workplan for SHE activities for the whole year and plan “for what everybody’s
role will be”. This Gantt chart (see appendix 3) serves two main purposes:
o Enable staff to plan their own schedule, and the time they need to work on the SHE on
top of their other tasks, thus ensuring they can be available for SHE activities
o Evaluate whether activities were implemented as planned. Objectives are written
down, steps and milestones are detailed as well as deliverable numbers, which
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provides a very clear overview of what SHE activities is organized and what expected
outcomes have been set.
In terms of project organisation, jobs are dispatched between the staff, “which is fine, I think
it’s a good thing because it makes more people familiar with the work as we do it.”, which can
be linked with the overall advocacy activities of the SHE.
- Coordination / team working:
The SHE secretariat has weekly meetings every Monday in order to go through the whole Work
plan Gantt chart: “everything is discussed”. This enables updates to be brought forward if
necessary in the course of the year. Meetings with the SHE planning committee are also
planned during the year to report on activities and discuss further developments. A
teleconference with the advising board was also scheduled, but was not possible and replaced
by a written update of activities at the end of the year.
Daily management of the network is crucial and a “daily concern” for the SHE secretariat:
“that’s actually our main concern, how to manage the project”. Piloting of the SHE is not
mentioned in the work plan, yet holds an essential role in the implementation and
development of SHE activities: “It’s not stated anywhere in the work plan apart from risk
management in Annex 1”. The SHE secretariat is composed of CBO consultants and advisors
who are also appointed to other projects, “We all fit this SHE project into our organization,
but it is time and energy consuming”. Team meetings serve planning purposes but also team
building as stated by the coordinator “we really operate as a team”. This team working
dynamic comes across as being an added value to the network, as it offers flexibility “also if
someone is not available, to see if someone else can pick up” and is beneficial to potential
new developments.
- Budget planning:
Activities that have not been planned at the beginning of the year are not included in the
budget. Although this might seem a difficulty, the SHE coordinator points out that the budget
is flexible enough for the SHE to develop new ideas that can be included in the budget for the
following year. When it comes to financing issues, the critical point lies in the general funding
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of the SHE network: “our main concern, is the 60% cofounding from the commission… how
can we organise that, we have to find 40% more funding. We’ve worked it out this year, we’ll
work it out again…… We are very happy that we have the ok from the commission for the next
three years”.
- Overall Strategy and vision:
� SHE Strategy:
This aspect of network piloting is closely linked to funding and reporting: “In the summer we
had to write 3 year plan for SHE (2015-2017), it’s called the framework partnership agreement.
It’s the new terminology that they use for a 3 year framework and then the budget 2015.”
Writing the agreement called for the outlining of the overall strategy set by the SHE network,
which is one of continuity of previous activities: “We decided to follow the line that we had
set out the previous years and this year. So that’s really continuation, there’s more continuity
in the activities. We do not plan any new ones I would say apart from the e-learning
component”. The SHE Strategic plan 2013-2016 serves as a basis in terms of overall strategic
planning, in the underlying perspective of new potential developments, seizing opportunities
to explore new directions for the future of the network: “we keep our ears and minds open
for other work related to SHE. For example we promote SHE a lot with our partner
organization TNO, we all create potential for new projects in the near future.” As pointed out
by the SHE secretariat, “SHE is a project, it’s not a legal entity… we feel at CBO responsible for
keeping SHE in the air, but we need official work also, we do that... There is a lot of potential
in that”.
� Underlying Vision:
When asked about how they perceived their role in the SHE network to be, the SHE
secretariat showed great personal motivation: “For me it’s being a part of a big movement,
to watch the development and to be able to anticipate what the needs will be for the group
as it changes, and to be a part of that and make sure it actually takes place.” Working for the
SHE network was defined as being important in their work, but also on a personal level: “For
me SHE is part of my life I would say, and I see SHE as a way to improve education for our
young people and we can really see that we are an added value to that globally. That’s my
drive basically. It’s quite natural, how we can share the responsibility in the network.” SHE
secretariat members showed great devotion (“It’s great to have such dedicated colleagues”)
to supporting and focusing on members’ needs, “For me it’s important to really support the
members, to keep needs, to involve them because sometimes even though we run the
16
network, sometimes we have to remind ourselves to go back to the members”. The meaning
they give to how SHE is an added value to School Health Promotion drives current activities
and also potential future developments.
V.C- SHE OBJECTIVES 2014:
The main focus of the Schools for Health in Europe network for 2013-2016 is to:
1. Identify and share relevant information on school health promotion;
2. Share good practice, expertise and skills;
3. Encourage research;
4. Act as advocates for school health promotion.
The annual SHE workplan is based on the strategic objectives and will be developed by CBO
with the consent of the SHE planning committee.5
SHE operational objectives for 2014 are defined as:
1. Provide support to the members of the SHE network
2. Provide capacity building on school health promotion
3. Organize advocacy on school health promotion
4. Support research on school health promotion
This series of questions is firstly intended to focus on more specific or operational objectives
for each SHE objective stated above, and secondly discuss what activities are implemented to
meet these objectives.
The overarching objectives are from the SHE strategic plan 2013-2016. They are as follows:
1. Share good practices, expertise and skills on school health promotion
2. Support the development, implementation and research
(evaluation/evidence) of school health promotion
3. Maintain and further expand the SHE network to a leading European
network and community for school health promotion
4. Provide ongoing technical support in member states, with an emphasis on
the member countries in Eastern Europe and the Central Asian Republics
(EECA countries)
5 SHE Strategic Plan 2013-2016
17
5. Create and maintain active collaboration with the education sector and
other relevant sectors (youth care, social care, environment and sustainable
development) on an international level.
Objectives were set in reference to a needs analysis. “We adapt our programme based on
previous evaluations, and on what members of the network say and expect from us”.
V.D-.PLANNING AND IMPLEMENTATION OF ACTIVITIES PER OBJECTIVES
OBJECTIVE 1: PROVIDE SUPPORT TO THE MEMBERS OF THE SHE NETWORK:
Overall SHE activities
Analysis of the work plan 2014 was completed by an interview with the coordination to
identify which activities were planned to meet objective 1. As stated in the work plan, the
“primary target group are SHE network members. Secondary target groups are regional
coordinators” (SHE work plan, p. 3).
Activities planned by the SHE secretariat are as follows:
o Make a detailed work plan SHE 2014
o Organise the 2014 SHE assembly meeting in October 2014
o Maintain the SHE website and helpdesk
o Deliver four electronic SHE newsletters
o Share information about school health promotion through social media
o Extend the SHE network with regional and/or cross-border networks
When asked about how activities had been implemented in regards the SHE wok plan 2014,
SHE secretariat stated that the status of activities was satisfactory: “We’re right on schedule
on all the different tasks”.
In responding to our survey about SHE activities, SHE coordinators stated that overall SHE
activities were helpful to their practice in the sense that it gives them the opportunity to
exchange experiences, ideas and methodological tools. The 9 respondents also added that
SHE activities support professional development in different respect: policy-making, sharing
18
of experience, conceptualization, providing of tools for health promoting school, availability
of theoretical support on the website and training for capacity building.
SHE website
SHE website is one of the most visible parts of the network. As stated by the SHE secretariat,
the website is updated weekly; members are notified of important changes via social media
and the newsletters.
In 2014, there were 14.494 website visits while the target was set at 12.000 in the work plan.
The rate of single visits ranged from 43.8% to 47.4% during the course of the year. The site
counted 8902 new visitors. Site visitors were based in as many as 137 countries. Top 15 visiting
countries are presented below.
Figure 2: Number of visits on the SHE website per country (top 15 visiting countries)
When asked about the website, member express satisfaction with the website in terms of
quality and usefulness of the provided information, and also aesthetics and format of SHE
communication material. Answers ranged from 3 to 5 on a scale from 1 (very poor) to 5 (Very
good). (See figure 2). 7 member out of 8 expressed that the information and material provided
matches their need.
2163
1275
896 816 781 730541 466 387 378 339 335 332 306 288
NL IT EST PT ES CZ IE UK US BRA PL CAN FR AT BE
Number of site visits per country
Number of Visits
19
Figure 3: Member’s ratings of the SHE website (9 respondents).
General ergonomics of the website was described as “very good” (59% of answers) or
“suitable” (41 %). No coordinator rated the website’s ergonomics as “poor” (figure 3).
Quality and quantity of information provided on the website were rated “very good” (56%)
or “good” (44%) (Figure 4).
Figure 4: Participants’ assessment of the SHE website’s ergonomics (19 respondents).
Comments on the SHE website provided positive feedback: “I think they have a clear website
that they continue to improve”, emphasizing that the website “has been improved a lot last
year like the part directed towards schools”. Further developments or alterations could
consist in altering the overall design to make it more up-to-date: “Too much text, the website
1
2
3
5 5
6
4
3
1
2
Quality of information
provided
Quality of format for
communication material
(newsletters etc..)
Aesthetics Usefulness of
information in advocacy
Could you rate the SHE website in terms of:
Very poor Poor Suitable Good Very good
10
7
0
2
Very good Suitable Poor No answer
How would you rate the SHE website's ergonomics (http://www.schools-for-health.eu)
Number of members
20
needs a modern design”, links “to national pages…. and international projects can be better”.
One coordinator added that “sometimes I don’t know where to find the information”.
Figure 5: Participants’ assessment of the quality and quantity of information available on the SHE website. 19 respondents
Concerning the quality of information published on the SHE website, member recommended
to focus more on schools: “More contact with the schools level (it seems only for
coordinators)” would be profitable. Also, although quality and quantity of information were
rated as satisfactory, one coordinator suggested to publish more “practical information on
health topics”.
SHE helpdesk:
SHE secretariat is in charge of the SHE helpdesk which provides SHE members with direct
support via phone calls or e-mails. 162 questions were answered by the Helpdesk in 2014,
when 100 were targeted. Categories for questions can be listed as follows:
o Information and dissemination (54 questions)
o Newsletter requests (44 questions)
o SHE research group (14 questions)
o Questions from schools (13 questions)
o Questions national coordinators (12 questions)
o Membership regional network (8 questions)
o Summer school (7 questions)
o Membership SHE network (3 questions)
o Other (7 questions)
10
8
01
Very good Suitable Poor No answer
How would you rate the quality and the quantity of
information that is available on the SHE website
Number of members
21
The SHE secretariat in charge of the Helpdesk stated that “There is a lot of phone calls and e-
mail”. Members showed great satisfaction with the quality of the support provided by the
Helpdesk:
Figure 6: Participants’ ratings of the SHE helpdesk (9 respondents)
When asked about the usefulness of information provided by the Helpdesk, feedback was very
positive with no answers below a marking of 4 out of 5.
Social media:
Expected outcomes were as follows in the workplan 2014:
o 200 likes on Facebook
o 150 members on LinkedIn
Twitter:
Target of 350 followers on Twitter was not reached with 157 followers in total but it can be
pointed out that as many as 119 followers joined in 2014. 293 tweets were posted by the
SHE secretariat, involving regular activity.
o the SHE secretariat posted 293 tweets in 2014
One member of the SHE secretariat explains: “We post our own tweets but we also retweet
relevant information from other groups. Through that we can get connexion between the
3
3
4
2
2
1
4
4
4
Quality of information provided
Responsiveness
Usefulness of information in advocacy
Could you rate the SHE helpdesk in term of
Very poor Poor Suitable Good Very good No answer
22
two.” Pointing out that the use of social media not only serves a dissemination purpose but
also represents an opportunity for networking.
Facebook:
200 likes were targeted, 104 likes were achieved in 2014, which brings the total number of
likes on the Facebook page to 171.
LinkedIn:
There are 145 members in the SHE general group, and 26 members in the SHE research
group (target was 150 members in the workplan 2014). SHE secretariat posted 5 discussion
threads for the General group, and 1 for the SHE research group. SHE members posted 7
discussion threads for the General group, and 0 for the SHE research group.
Concerning the use of social media, a member of the SHE secretariat mentioned that regulars
blogs were “put… on SHE website and google plus”, which has a new idea that was developed
in the course of the year as a strategy to increase visibility of SHE website. Google Plus would
link the SHE coordinator to SHE website, but “that has been changed by Google so the extra
value of Google plus has changed”. Also, difficulty to keep motivation going in social media
proves challenging.
However, when it comes to using social media, very few member declare they have been
active in one of the media above.
Figure 7: Activity of members on SHE social media (9 respondents).
0
2
1
0 0
5
A post on the SHE
Facebook page
A Tweet on the
SHE twitter
account
Retweeted
information from
the SHE
A thread on the
SHE LinkedIn
group
A post on the SHE
LinkedIn group
None of the
above
Have you ever published…
Number of coordinators
23
It is paradoxical to consider that coordinators are aware of the social media used by the SHE
network (see figure 7). This relates directly to the workshop on social media organized by the
SHE secretariat, which seems very much needed in order to improve visibility of SHE activities
on the one hand and support to its members on the other. The workshop on social media will
be presented under objective 2.
Figure 8: Use of SHE social media by members (9 respondents)
Although members do not make much use of the social media, they express satisfaction as to
the use of social media by the SHE network (see Figure 9).
Figure 9: Member’s assessment of the SHE use of social media (19 respondents).
Comments on further developments suggested to increase the use of social media by the SHE
network “Maybe they can even make more use of it.” One member also pointed out that there
6
2
3
6
3
3
3 3
5
2
Which of these social media used by the SHE
are you aware of?
Which of these do you follow?
Which of the following social media do you
intend to use? (tick where applicable)
Use if SHE social media by members
SHE Facebook page SHE on twitter SHE LinkedIn group None of the above
6
7
0
Very good Suitable Poor
How would you rate the SHE use of social
media?
Number of participants
24
was a difference between opportunities and use of social media: “The possibilities options are
very good, but it is a problem of the west. We don't use it.” Also, information published on
social is not available to members who do not have regular use of such media: “I cannot access
because I do not use it.” Members who do use social media state that in doing so they
“improve [their] skills” and “get easy update”.
When asked which social media were useful in their research, the number of Research Group
members who selected the media provides the following ranking:
o None of the above: 5 answers
o LinkedIn: 3 answers
o Facebook: 2 answers
o Twitter: 1 answer
o SHE Research Group on LinkedIn: 1 answers
However, none of them had ever published on these media.
When asked how it could be useful in their research, the following comments were made:
To skill get easy updates at times when I don't have the time for literature searches
impact., the more actively the new publications factsheets etc. are shared on e.g.
I have to improve my skills! The junior researchers of the SHE research group are expert in
this field.
Don't use the above mentioned information
During last 2 years I concentrated on other research topics than HPS. I was not a member
of SHE research group.
Finally, when asked how information provided by the SHE network about research was useful
to them as a researcher, comments were as follows:
To base research on and to reflect
Glossary ; publications ; meetings
Good place (meetings and website) to quickly find information to networks, factsheets, links
to relevant websites
Information about research is not distributed systematically, i.e. that sometimes I find
information accidently
Through the information provided on the website
Possibility to be informed and have new ideas, access to references etc.
25
Newsletters:
4 newsletters were published which meets the workplan target. 6 newsletters will be planned
for 2015 instead of 4: the SHE secretariat points out that they “have too much news for one
newsletter to increase the chance everybody reads all of it.” This adaptation of the frequency
of the newsletters clearly aims at reaching more people, and reaching them better. 631 people
have subscribed to the SHE newsletter in total, 44 new people subscribed in 2014. Only 15
people unsubscribed in 2014.
Networking:
One of the objectives in the 2014 workplan was to extend the SHE network to regional and /
or cross-border networks, targeting the inclusion of 10 extra networks. This point was
thoroughly discussed with the SHE secretariat who expressed their satisfaction with the work
that had been carried out in that respect: “In general I would say, was very successful was the
regional coordinators that was a very positive development. We have very enthusiastic
members”. New connexions are being made on the national and the regional levels,
unscheduled meetings even took place in Italy for example. In Spain and in Germany, new
regions have manifested interest in joining the network. This new development has created
new opportunities for networking but also “a lot of enthusiasm for group members” as stated
by the SHE coordinator.
The underlying objective of creating regional networks lies in addressing a problem that was
identified on the national level. Some SHE member countries have “weak or non-active
national coordinators”. The reason brought forward by the SHE secretariat is directly linked
with the very structure of countries “Countries like Spain, Italy and Germany, federal ones, are
relatively weak nationally but have very strong autonomy regions and it’s very difficult for
these countries to create a national network ‘because of the regional differences. So in order
to get rid of that more national diplomatic outset, we are able to target more directly to
people who are working in this field and benefit from the information that we share...”
Another reason for this brings back to the initial creation of the SHE network which is a WHO
network and was built using very “diplomatic definitions of countries”. A very explicit example
of this was given by the SHE coordinator “For example UK was one country because they only
have one group representative and you know how big the differences are within the UK. The
26
same is true for the countries I have just mentioned, Germany, The Netherlands for example”.
Nevertheless, the most important role of national coordinators is in no respect undermined,
“good contacts” are maintained between the network and the national coordinators, “it’s not
to bypass the national coordinators but actually to get a better high quality diffusion of our
capabilities, for the people who need it”. This regional development clearly emphasized the
focus on field practice and adaptation to specific settings, which was present in the 2013
report, and will be sustained in the next couple of years to strengthen the network.
SHE assembly:
This year, the SHE Assembly took place on 8th-10th October in Tallinn, Estonia. 28 people were
present for the assembly (with a target of 25 in the workplan), including 10 first-timers.
According to the SHE secretariat, the Assembly was a success. The first point that was
emphasized is how this meeting sparked new collaborations between members: “there was a
kind of movement after the Assembly, people were e-mailing each other, like the [Spanish
coordinator] is in contact with the coordinator in Slovenia. They’re talking about tweeting and
helping each other.
Objectives and expectations:
For the SHE secretariat, the aim is to enable members to meet and start interacting “we need
to keep that because you see how important it is for people to meet each other and have
contacts online”. This supports the networking purpose of the SHE network, and also the
capacity building and supporting objectives. Indeed, the SHE Assembly aims at providing
members with support, which is considered by the SHE secretariat to not only include
methodological and theoretical perspectives and tools, but also potentiate the skills that
members can offer each other as a network: “they learn from each other. That’s an important
part of the SHE”.
Members’ expectations of the Assembly were to get information about the SHE and Health
Promoting Schools but also to share experiences.
SHE strategic plan 2013-2016
Members were asked to assess how the SHE Assembly could be helpful in meeting the 6 main
objectives of the SHE Strategic Plan 2013-2016.
27
Objective a: Contribute to help realize the WHO Health 2020 and the Europe 2020 Policy
Figure 10: Participants’ assessment of the usefulness of SHE Assembly in regards objective a
Comments on how helpful the SHE Assembly was in regards this objective pointed out that it
was informative to identify the connexions between WHO and the SHE. Suggestions were
made as to how the meeting could have been more focused on WHO Health 2020 and the
Europe 2020 Policy.
Objective b: Share good practice, expertise and skills on school health
Figure 11: Participants’ assessment of the usefulness of SHE Assembly in regards objective b
Comments pointed out how beneficial the SHE network can be in terms of skills and practice
sharing, since the network includes decision-makers on an EU level: “Again, network has
access to powerful members across 43 EU countries”. In spite of the very positive feedback
8
8
1
2
Very helpful Moderately helpful Not very helpful N/A No answer
107
11
Very helpful Moderately helpful Not very helpful N/A No answer
28
given by members on that point, comments suggested to develop more practical examples
and exchange practical examples of good practice and case stories.
Objective c: Identify areas for research and lobby for the development and implementation of
research (evaluation/evidence) on school health promotion
Figure 12: Participants’ assessment of the usefulness of SHE Assembly in regards objective c
This point was clearly identified as being insufficiently developed in informal discussions
during plenary sessions but not as a topic for debate itself. Members suggested that the
meeting could have been more focused on the preceding issues, in a more formal way. Also,
the lack of evidence-based research was pointed out.
Objective d: Maintain and further expand the SHE network to a leading international network
community for school health promotion.
Figure 13: Participants’ assessment of the usefulness of SHE Assembly in regards objective d
Members pointed out that the SHE network will expand with the motivation of its members,
meeting in the Assembly was a motivation, especially meeting “the coordinators in person”.
5
10
2
11
Very helpful Moderately helpful Not very helpful N/A No answer
12
6
1
Very helpful Moderately helpful Not very helpful N/A No answer
29
This is consistent with the SHE secretariat’s standpoint and perspective in organizing such
events in the SHE network. Also, one member suggested that as the network was expanding
well in his/her country, support was very much needed on a local and national level. There is
therefore a feedback effect in that the support provided by the SHE enables members to
develop new networks, which calls for further support etc., suggesting that SHE Activities will
be needed on an ongoing basis.
Objective e: Provide ongoing technical support in member states, with an emphasis on the
member countries in Eastern Europe and the Central Asia (EECA countries)
Figure 14: Participants’ assessment of the usefulness of SHE Assembly in regards objective e
Differences in culture were brought forward as being potential difficulties in finding and more
importantly using the information provided by the SHE network. Some members suggest to
develop activities addressing this issue, pinpointing that too little time was devoted to this
kind of support during the meeting.
5
7
6
1
Very helpful Moderately helpful Not very helpful N/A No answer
30
Objective f: Create and maintain active collaboration between the health sector and the
education sector and other relevant sectors (youth care, youth welfare sector, social care,
environment and sustainable development) on a European and global level.
Figure 15: Participant assessment of the usefulness of the SHE Assembly according objective f
Some members identified this point as being the basis for future development: “clearly this is
the way forward”. Attendance of representatives from the ministries of Education to the SHE
Assembly was suggested as being a positive factor, while maintaining collaboration going
between national and local levels proved difficult. One member added “It is difficult for SHE
to help on that.” Another issue raised as being unhelpful provide insight for future
development: “Different profiles of national coordinators, but no different partners of each
country” attend the SHE Assembly, which suggests that more meetings with the local level be
organized.
31
OVERALL VISION OF SHE STRATEGIC PLAN OBJECTIVES:
Figure 16: Overall vision of usefulness of SHE Assembly in regards SHE Strategic Plan Objectives (19 respondents).
OBJECTIVE 2: CAPACITY BUILDING ON SCHOOL HEALTH PROMOTION:
PLANNED ACTIVITIES:
Activities planned in the workplan to meet objective 2 were as follows:
• Organise a 2-day workshop on supporting the introduction of the 2013 online school
manual in the member states
• Organise a 1-day workshop on using social media
• Organise the 2014 SHE Summer School
• Encourage collegial consultation through consultancy / advocacy visits
• Develop an e-learning programme
OVERALL ASSESSMENT OF OBJECTIVE 2:
We asked the members if they thought that the SHE activities have provided capacity
building on school health promotion in their country:
� Members who responded positively made the following comments:
“SHE is not very popular in my country. We concentrate on national level. The national coordinator
is the only link.”
“Helping the national coordinator to evolve in thinking and developing ideas and good practices to
develop new methods and instruments.”
“A lot of materials which we had translated and discussed with regional coordinators and schools” Table 1: Comments on capacity building by the members.
8
10
5
12
5
6
8
7
10
6
7
7
1
2
3
2
1
1
1
6
2
1
1
1
1
a)
b)
c)
d)
e)
f)
For each main strategic objective coming from the SHE
Strategic plan 2013-2016, please say if the SHE Assembly is
helpful in your practice
Very helpful Moderately helpful Not very helpful N/A No answer
32
This suggests that national members may require extra support in building capacity on a
national but also local level.
� Coordinator who responded negatively suggested that capacity building could be on
the agenda for the future. No specific reason was exposed to explain why they thought
this objective wasn’t met.
SHE Summer School
This year, the SHE Summer School took place on 23rd-27th June in Limerick, Ireland. 16
participants and 11 speakers attended this summer school. Among the 16 participants, 13
filled the questionnaire (5 PhD students, 4 researchers, 2 Health Promotion professionals and
6 practitioners/other categories).
PARTICIPANTS’ EXPECTATIONS:
Participants’ expectations of the SHE Summer School were the following:
• Meet people
• Develop knowledge in School Health Promotion
• Learn about School Health Promotion and the SHE network
• Learn about the network in others countries
• Meet researchers in Health Promotion
• Get advices and help for their own projects
Among the 13 respondents, 12 stated that the SHE Summer School meet their expectations
(the remaining person did not provide an answer).
Comments about how the SHE summer school met participants’ expectations are as follows:
Expectations:
My expectations was overall!
I expected to meet European people who work on the same things that I do, but with
other points of view Table 2: Expectations of SHE Summer School participants
33
Assessment of the Summer School in regards expectations:
It went well beyond my expectations. I gained so much from this summer school.
I have more knowledge on HPS and know more people in the field!
Got a flavour for what other professionals and researchers are doing in Health Promotion
in Schools and learnt more about writing and relevant research methodologies
As I am not in primary/post primary education I now have a better understanding of the
complexities of HPS not only from national but also international perspective.
I was vague in my expectations. I would have liked to have met more practitioners from
across Europe
interesting lecturer, attendance and topics
My expectations is to develop knowledge in HPS and to know the status of art of research
in HPS
To meet with researchers in the area of HP, learn more about research methodologies
and direction in health schools Table 3: Assessment of the SHE Summer School in regards expectations
ASSESSMENT FROM THE SHE SECRETARIAT:
The SHE secretariat emphasized the active support provided by the hosting university “which
really uses the event as an opportunity to showcase the university. I think it’s really good.”,
and which could be linked to promoting research in School Health Promotion Summer.
Concerning the participants, although the target of 25 participants was not reached, the
coordinator was satisfied with participants’ profile: “we still managed to get a sort of balance
which is not quite what I would like between researcher and practitioners. I still think it’s too
research focused in the programme. “
Nevertheless, overall objective for the SHE Summer School could be summarized as an
opportunity to provide people from all over Europe with a “high-level” training in School
Health Promotion which is based on “good research and policy input”.
34
COURSE ASSESSMENT:
Figure 17: Participant ratings of the SHE Summer School courses (13 respondents).
Participants’ feedback on the course was very positive: the quality of the course was rated as
very good, course literature was rated very good in terms of quality and quantity. Sessions
and methodologies were rated very good also.
Comments about the quality and relevance of the course were as follows:
Overall assessment of the quality of the course:
Fantastic
Very comprehensive (for where I am at)
The course had an excellent quality Table 4: Assessment of the quality of the SHE Summer School by participants
Lectures:
Excellent - all presenters so well prepared
Presenters were excellent at pitching their information and excellent communication
Some lectures had elements that could be improved with greater participation. Text heavy
PowerPoint.
A lovely mix. I learned something in each one of them
Good to mix up styles and rooms to refresh energy
The sequencing of these worked very well for me
Good, yes. More interactive workshops are best.
How the speakers presented work gave me ideas about I could improve my approach in lecturing
Creating and developing resources. Using their work as reading material and contacts Table 5: Assessment of the lectures by participants
13
11
11
12
11
12
1
2
1
2
1
1
How would you rate the overall quality of the
course?
How would you rate the course literature in
general?
How would you rate the amount of the course
literature?
How did you find the range of methodologies?
How would you rate the relevance of this course to
your study/work?
How would you rate the quality of the sessions?
Very good Suitable Poor No answer
35
Course material:
I haven't read it all yet, but I guess it's good!
Research and practical experiences were mixed
Extremely relevant - from ethics to methods, to literature/research, writing tips etc.
It was very relevance to had feed-back of my study project
As before, more focus on implementation and less on frameworks would be my ideal
The most immediate use for me will be to further my PhD study
I hope to also bring some of this info back to my colleagues in the hope of increased
collaboration on HP in our setting Table 6: Assessment of the course material by participants
Requests for presentations and course material:
I would love to also get a copy of all the presentations - a lot of literature/evidence and
references would be useful for my PhD
Would it be possible to send on the presentations via e-mail? There was so much useful
content I would like to read again and digest before progressing further with our project Table 7: Requests for presentations and course material by participants
Exchange and networking:
Excellent really, that to me was the highlight of the week, the opportunity for interaction
and exchange of ideas
Excellent - everyone was so generous with their time, advice, friendliness etc.
There were very worthful moments! Interaction and discussing topics is nice
Small group made it easy to chat. Initial orientation would have helped orientation to who's
in the group
It is the most important
They really went out of their way to get to know others
I don't know who the SHE members are
They were 'disponible
There was plenty opportunities for networking - tea breaks, social evenings etc.
People I wanted to talk to left early, on three occasions! (Three people) = coincidence!
I appreciate all the chats I had with so many different people over lunch in particular
Such an inclusive and supportive community
Most people's work was not very relevant to mine. Some conversations were great and
provided clarity and insight Table 8: Comments about exchange and networking during the summer school
In terms of relevance, participants rated this experience as very good and all stated that they
would make use of what they had learnt during the summer school in their work or
professional practice in the following areas:
36
o Reflection on practice (13 ticks/13 respondents)
o Everyday activities (7/13)
o Work with people they met in the SHE (11/13)
o Research project (9/13)
Comments on how they intend to use this knowledge are presented below:
Creating and developing resources. Using their works as reading material + contacts
How the speakers presented work gave me ideas about how I could improve my approach
in lecturing.
I hope to also bring some of this info back to my colleagues in the hope of increased
collaboration in our setting
The most immediate use for me will be to further my PhD study Table 9: Comments on use of knowledge acquired during the summer school
Although no respondent answered NO to the preceding question, the following answers were
ticked:
o Content is too theoretical (1/13)
o Themes do not correspond to what I do in my work / studies (1/13)
o And the following comments were added, which provides ideas for future
developments:
Research skills are not relevant to me
I might no use / remind all the scientific results and details as my interest is more on how
to start and get schools motivated and come in action Table 10: Suggestions for the future
OVERALL ASSESSMENT OF THE SUMMER SCHOOL BY PARTICIPANTS:
When asked about what was good about the Summer School, participants made many very
positive comments presented below:
37
ORGANISATION OF THE EVENT:
Friendly accessible organisers. Small group made communication run smoothly.
Everything was well-organised and run smoothly
Very professional organizers. Very nicely and helpful people.
Very good organisation and leadership of the school
[organising team] gave a personal touch that enhanced the group dynamic
Having 4 days together was very useful
Organization was super.
The food – unbelievable
And most importantly the welcoming approach of the organisers, this really stood out. Table 11: Assessment of the organisation of the summer school
CONTENT:
Content from all over Europe
Discussion and other activity methods
Speakers were very engaged with participants
Discussion around writing and research methodologies was very helpful
Interesting speakers. Combination of research and practice. International approach
The content – so informative. The ethos – a lovely work ethic.
As mentioned, quality of presentations and speakers, opportunity to connect and
exchange ideas with speakers Table 12: Assessment of the content of the summer school
SOCIALISING / NETWORKING:
Diversity of people attending and different backgrounds
Quality and frequency of exchanges between participants with SHE members.
To know people that have a focus on study and understanding of School Health Promotion
The open, friendly atmosphere
Networking opportunities with other countries and sharing of successes and challenges
presented in other area in Health Promotion in schools
The people – everyone so generous with their sharing. I really felt included, valued +
supported
The international participants – so enriching to learn from them Table 13: Assessment of the social and network aspects of the summer school
Participants were also asked about future developments and suggestions to improve the SHE
Summer School. Answers to this open ended question were as follows and reflect the diversity
of profiles in attendees:
38
Better balance of researchers and practitioners in attendees. Engage more with experts
practitioners, rather than the researchers being the experts that practitioners can learn from (as
stated in the introduction)
A game (or equivalent) who allowed us to learn first name of every one the first day.
More discussion and change of views. Cases to discuss. Maybe more opportunities to share
with other what is going on in different countries and what each and everyone is working on.
One suggestion is in documentation that is given join all the participants name, contacts and
organization/institutions.
I am sorry, but I am struggling to think of something.
Nothing
The interactive moments: they were great, so more is always good. Maybe work together on a
future plan during summer school.
Spread the word – tell more people.
Possibly a little more emphasis on research methodologies in health promotion, would have
liked to have heard more about this. Table 14: Suggestions for future development of the SHE Summer School
E-learning:
Training material consisting in e-learning modules were developed, but as the SHE secretariat
points out: “it’s not really e-learning… so we realized that that would be a difficulty, e-learning
is expensive, so that’s something we’re still working on”. This point will be discussed and new
strategies will be elaborated in 2015. Expected outcome of “increased professional
development” stated in the SHE workplan, proves difficult to assess.
Consultancy visits:
3 consultancy advocacy visits were scheduled:
o Latvia on 20-21st Feb where a training session on School Health Promotion too
place to “ revitalize the Latvian Health Promotion network”
o Iceland on 6th-7th Oct: the coordinator organized a visit to the “joint action on
mental health” with a member of the SHE Research Group
o Switzerland on 30th Oct to explore funding for the SHE network
An extra visit was organized to Moscow on 2nd-4th Dec to carry out a workshop for EECA. .
Workshops: online manual and social media:
Workshops on the online manual and social media were organized as part of the SHE
Assembly. The aim was to improve knowledge of the participants but also facilitate network,
39
especially through the use of social media. SHE members indeed are aware of the social media
used by the SHE network, but don’t seem to participate in sharing and disseminating
information via these media (c, f above).
SOCIAL MEDIA WORKSHOP:
The SHE secretariat expressed that the social media workshop “was very good because there
is really a need to work. It’s nice to work and train on their own skills. Very productive, it was
a very productive session.”
SCHOOL MANUAL WORKSHOP:
Published in December 2013 and downloadable from the SHE Website, this manual presents
a 5 step process in becoming a health promoting school:
o Getting started
o Assessing your starting point
o Planning for action
o Tacking action
o Monitoring and Evaluation
The school manual is available in 8 languages: Croatian, Czech, English, Estonian, Latvian,
Lithuanian, Slovenian, and Spanish. Latvian, Lithuanian, Slovenian and Spanish are new, as
well as Portuguese. Tools include a “Rapid Assessment Tool” and a school planner.
When asked if they intend to use the manual 5 members answered they would, 2 said they
wouldn’t, and 2 did not answer.
Comments as to how this manual could be useful to their practice include:
Teachers' training
It will transfer it to colleagues
Introducing to school level (development of HPS)
We have translated it, we'll discussed about it on the regional and school level – on our
regular meetings with school leaders ; we'll use the materials for new schools which will join
our network next year.
To advise the autonomous communities, schools and educational organizations dodos
those who want to join the network of healthy schools on how to create and implement a
Healthy Schools SHE Table 15: Comments on intention to use the manual
40
Additional comments on suggestions for improvement were as follows:
It can be divide into two parts: for new schools; for experienced schools which are looking
for new inspiration.
Taking notice of the existing national methodologies and (assessment) instruments.
Less text more focused (...see also outcomes from group/plenary discussions during
assembly meeting).
We had discussed about that at the assembly meeting. Table 16: Suggestions for future development of the manual
The workshop on the manual, “which is quite a big innovation this manual”, was also a success.
A member of the SHE secretariat explains: “It’s good for people to get familiarized with the
manual. A few countries have applied to get it translated. It’s very useful. Countries who
already have manual they were still very positive and they were seeing how they can use
things that are in the SHE manual, to improve their own manual. So that was very positive that
they didn’t say we already have something like that, we don’t need it. They really focused on
seeing how this could add something to their own national programme.” When asked how
the manual could be an addition to practice, the team mentioned the assessment tool,
emphasizing the “two-way process” between practitioners and the SHE: “other countries have
this kind of instruments so we also use these to improve our practice book. It’s a two way
process”.
Future developments include specific versions for primary and secondary schools, and also
versions for a range of community members: teachers, pupils and parents, on the basis of the
experience that was carried out in Spain. The link with research was also mentioned as being
essential: “also the research will pick it up, end results we don’t quite know, we assume that
schools will have a policy, first we have to see if that’s the case and then course it would be
interesting to see what that policy does, the behavioural outcome of that but that’s all in the
future.”
Evaluation of the manual is currently carried out in order to make improvements in the future:
“We have made a research in 3 countries where they are already working with the translated
version. They have been introduced with the manual and we’ll have a report by the end of this
year Croatia, Czech Republic and Estonia where a number of schools have actually worked
with the online manual and gave their feedback. That’s an extra thing that we had not
scheduled, but could do with an intern, and we’ll use that knowledge for next years to
improve”.
41
ASSESSMENT OF THE MANUAL BY SHE MEMBERS:
When asked if they intended to use the SHE School Manual, 4 members said they would “for
teacher training” and to “introduce to school level (development of Health Promoting
Schools). One coordinator added “We have translated it, we'll discuss about it on the regional
and school level – on our regular meetings with school leaders; we'll use the materials for new
schools which will join our network next year”. One coordinator said they would not use the
manual but “transfer it to colleagues”.
OBJECTIVE 3: ADVOCACY ON SCHOOL HEALTH PROMOTION
Activities planned in regards objective 3 were
o Develop a leaflet on the work plan SHE 2014
o Piloting and translation of the online manual for schools
o Editing and publishing the innovative practice book
o Development of a fact sheet on sustainable networking for health promoting
schools
o Development of a promotional video on health promoting schools, including an
online instruction for student involvement
The dissemination plan was developed along with a leaflet.
When it comes to translations of the manual, 4 were piloted but 5 were completed because
an opportunity for translation was seized in one of the countries: we “had a good offer from
one of the countries, they will be online at the end of the year”. In total, 9 language versions
of the online manual are available.
ASSESSMENT OF OBJECTIVE 3 BY MEMBERS:
In order to assess the awareness of SHE advocacy tools by SHE members, SHE members were
asked which tools they were aware of. All tools are mentioned at least once (see details on
figure 18).
42
Figure 18: Awareness of SHE deliverables (9 respondents).
They are also satisfied with the clarity of the information in the health education
communication materials (see details on figure 19) and the impact of the SHE activities on
advocacy in terms of school health promotion (see details on figure 20).
Figure 19: Participant assessment of the clarity of the information in the health education communication materials (9
respondents).
7
4 45 5
6
0
SHE online
manual
SHE
innovative
practice
book
SHE
factsheet
N°1
SHE
factsheet
N°2
SHE
factsheet 3
Odense
statement
None of the
above
Number of members
2
6
0 0
1
Very clear Clear Unsure Unclear No answer
In your opinion, how clear is the information in the
health education communication materials?
Number of members
43
Figure 20: Participant assessment of the impact of the SHE activities on advocacy in terms of school health promotion (9
respondents).
Innovative practice book
The innovative practice book was published on August 2014, and was based on the working
carried out during the 4th European Conference on Health Promoting School, which took place
on 7th -13th October 2013 in Odense, Denmark.
After a brief introduction on the 4th European Conference on Health Promoting Schools, 18
case stories from different countries (Canada, Estonia, Iceland, Italy, Lithuania, The
Netherlands, Poland, the Russian Federation, Scotland, Singapore and Wales) are presented
including one from network ENETOSH. In each case, the story is detailed in a framework of 9
questions:
o What did you do?
o Why did you choose to do this?
o Who were the participants?
o What actually happened?
o What were the results?
o What difficulties were encountered and how were these overcome?
o Which aspects went particularly well?
o How do you know how successful it was?
o What can we learn?
In addition to these questions, links to references and further reading can be found.
2
4
0 0
1
2
Very positive
impact
Positive impact Negative impact Very negative
impact
No impact No answer
What impact do you think SHE activities have had on
advocacy in terms of school health promotion in your
country?
Number of members
44
According to the SHE Secretariat, the practice book was disseminated through:
o The SHE website
o Social media (Twitter, Facebook)
o The newsletter
o The SHE Assembly
o The SHE Research Group meeting
o International conferences (in Paris, France, on the 17th of October 2014; in
Orvieto, Italy, on the 21st -22nd of October 2014; in Taiwan, on the 14th -15th of
November 2014)
o The 4th Asian SHN Training Course in Bangkok, Thailand, on the 8th -16th of
December 2014
It was also used at the SHE EECA workshop in Moscow, Russian Federation, 2nd -4th December
2014.
It was sent to the editors of the book, authors of the case studies, keynote speakers at the
2013 European Conference on HPS (Odense, Denmark) and to national coordinators who were
not present at the assembly meeting.
The practice book is available for free on the SHE website, and it is also possible to order a
hardcover version. When asked if they intend to use the practice book, 4 members answered
they would, 1 said he wouldn’t, and 4 did not answer.
4 added comments concerning the usefulness of the practice book on their practices:
Teachers' training.
To compare & use other examples on aspects of HWB that we need to address.
Good examples of HPS practices.
I don't know it, but I will certainly use it for getting ideas about different projects; for
spreading the ideas across our Network.
Because we will help support evidence-based health practice, promoting research and
visibility ed. Table 17: Usefulness of the practice book in practice
Introductory video on HPS:
An introductory video to health promoting schools was completed in October 2014 and it
showcases four Health Promoting schools in Europe (In Estonia, the Netherlands, and Spain).
In December 2014, the video had been seen 402 times (with English subtitles: 316 times, with
French subtitles: 46 times and with Italian Subtitles: 40 times). This video is available with
English, Italian and French subtitles. It can be noted that the subtitling in French and Italian
45
were described as “extra” by the SHE coordinator, as they had “not been foreseen” in the
workplan.
See Appendix 2 for a more detailed presentation.
Factsheets:
Three factsheets are available on the SHE website. The first one, was published in September
2013, the second one in December 2013 and the third one in December 2014. Each factsheet
has the same outline: a short presentation of the health promoting school approach followed
by the development of a specific subject.
As planned in the workplan, Factsheet N° 3 “Effective networks and partnerships for health
promotion in schools” was finalized in 2014 and focuses on networking and opportunities for
partnership work. At the time of our interview with the SHE secretariat, the factsheet was at
the printers’ ready to be disseminated the following week.
When asked if they intended to use Factsheet N° 3, 3 members said yes, “in order to discuss
with regional coordinators”, as it could be used “as an instrument for advocacy on national
and regional level” and also for “theoretical platforms for schools”. 2 members said they
wouldn’t use it with no further comments.
The 3rd factsheet was made available on the SHE website on the 12th of December 2014, and
on the 18th, the page was visited 20 times (16 unique visitors). The SHE secretariat
disseminated this factsheet through the website (PDF and request for a hardcopy available),
Social media (Twitter, Facebook) and the Newsletter.
2014 SHE brochure:
The SHE Brochure was published on the website on 7th of March 2014 and was also presented
at various meetings.
According to the members, the SHE Brochure is of good quality (see figure 21). Among the 9
who filled in the questionnaire, 7 said that the information and material provided matches
their needs.
On a scale of 1 (very poor) to 5 (very good) all items for assessment were rated 3 at the lowest.
Most members rated each item 4 out of 5.
46
Figure 21: Members’ assessments of the SHE general brochure 2014 (9 respondents).
Odense statement:
As stated on the SHE Website, the 4th European conference on health promoting schools took
place in Odense, Denmark, 7-9 October 2013. During the conference, the “Odense Statement”
was made, and is now published on the website.
When asked about their awareness of the statement, all respondents said they were familiar
with the statement. 1 members assessed it as being “very useful”, 8 members stated it was
“useful”, no members chose the “not useful” item. 6 members expressed they would use it at
an advocacy tool, 5 members as a communication tool.
Figure 22: usefulness of the Odense Statement according to the member ( 9 respondents).
1
2
2
1
4
4
4
5
3
2
2
2
Quality of information provided
Quality of format for communication
material (newsletters etc..)
Aesthetics
Usefulness of information in advocacy
Could you rate the SHE general brochure 2014
in terms of:
Very poor Poor Suitable Good Very good
1
8
0 0
Very useful Useful Not useful N/A
How is the Odense statement useful for you?
47
Figure 23: Intention to use the Odense Statement (9 respondents).
Other advocacy activities:
In addition to the preceding activities for advocacy, the SHE coordinator emphasized the fact
that he had had the opportunity to attend a number of meetings in 2014: “also outside
Europe, all these advocacy tools that we have are extremely useful for informing people about
the network and especially the video is a good one, the book also is great. And we even work
in Bangkok, they use the Good practice case study book in a training course “on school health
promotion for the south Asian region led by the Partnership for Child Development PCD”, also
an international conference about School Health Promotion took place in Taiwan (November
2014). Impact is thus greater than what was expected in the workplan as it also covered
regions outside Europe. The SHE coordinator points out “These are not our direct members
but big secondary target group that we focus on”.
Also, impact of SHE advocacy activities stand out through the fact that the SHE network is
mentioned, for example in the WHO latest action plan on healthy eating that was issued in
sept 2014 after the ministerial WHO annual conference. In addition, the SHE network was
mentioned twice in the policy plan for implementation.
OBJECTIVE 4: SUPPORTING RESEARCH ON SCHOOL HEALTH PROMOTION
Activities planned in the workshop include the organization of the SHE Research group
meeting including writing workshop.
6
5
0
1
As an advocacy tool As a communication tool I do not intend to use it Other
Do you intend to use the Odense statement?
48
SHE research group meeting:
The SHE Research Group Meeting took place on 26th-27th November in Utrecht. 18 members
of the SHE research group attended. Among them, 9 filled in a questionnaire about their
experience of the meeting.
4 of them have been involved in the SHE research group for less than a year, 3 for 3 or 4 years,
and 2 for 5 years or more.
FEEDBACK FROM THESHE SECRETARIAT:
The writing workshop was not identified as a separate activity in the meeting so will not be
assessed as a specific activity.
The SHE coordinator points out: “We had a very good meeting this year, quite a few directions
I think were worked within the Research Group”. The emphasis for this year’s meeting was
put on collaboration and networking “the plan is to focus more on collaborating projects like
HEPCOM is actually an interesting example of Research Group collaboration”. This kind of
collaborative projects will certainly be developed in the future, as members of the Research
Group are motivated to engage in new collaborations: “already collaborations are starting to
form based on the Research Group meeting. We could work on this and that together, and
that’s exactly what we had hoped for.”, the meeting being a promoting factor to new
experiences between members. Also, the meeting contributes to the dissemination of
research in the field of Health Promotion in Schools.
49
FEEDBACK FROM SHE RESEARCH GROUP MEMBERS:
According to them, the SHE network support their research activities in different ways:
Possibilities to connect with fellow researchers in an informal, easy way; clarity on recent
developments in the literature.
International collaboration; consortium for international projects; inspiration; new
avenues for research.
For networking and basic exchange of information (articles etc.); overall "food for
thought" through discussions and activities -> question 9 (only limited for the SHE network
only but still inspiring discussions and tools).
Inspiration; future direction; network development; keep up to date new literature.
Communication with other researchers; research groups; collaborative research projects,
preparation of projects proposals.
Using experiences and achievements from other countries. Possibility to contact with
other researchers and some national coordinators. Using SHE website.
Networking and discussing with colleagues.
State of the art of health promoting school; collaboration; inspiration.
Planning committee; research group. Table 18: Assessment of support of SHE Network activities to research
Also, they consider that the SHE research group support their professional development as
researchers in different ways. Comments received are as follows:
It diversifies my views and concrete research ideas
Providing future perspective.
Conferences, publications.
It is difficult to say. It was my first meeting and participation in SHE research group work
Networking. Development of research perspectives. Collaboration in research and
research grant applications.
School health promotion; mental health promotion. Table 19: Assessment of professional development by SHE Research Group Members via SHE activities
According to them, the SHE Research Group meeting is the most useful SHE activity for their
research. To the question: “Can you list the 3 SHE activities that were most useful to you as a
researcher in 2014?” the following answers were collected (9 respondents):
50
Figure 24: list of most useful SHE activities according to Research Group members (9respondents).
This research meeting in November; The workshop on HPS implementation at the end of
2013 Due to circumstances, 2014 hasn't been my most active SHE year
Rapid school assessment from SHE manual, it was used as the basis for development
national tool for evaluation
Conferences mentioned: Odense, Vilnius, ECER in Porto: Calls for special issue in Health
Education SHE research network Table 20: Comment linked to top 3 SHE most useful activities
Impact of SHE activities on networking activities in research was rated “very positive” or
“positive”.
Figure 25: Members’ assessment of the impact of the SHE Network activities on their networking as researchers (9
respondents)..
7
5
4
2
1 1 1 1 1 1
Can you list the 3 SHE activities that were most useful to
you as a researcher in 2014?
4 5
0 0 0
Very positive
impact
Positive impact Negative impact Very negative
impact
No impact
In your opinion, what kind of impact have SHE
Network activities had on your networking as a
researcher?
Number of members
51
As stated in Objective 1, when asked about their use of social media as a promoting tool for
research, answers were heterogeneous:
Figure 26: Participants’ assessment of the usefulness of social media in their research (9 respondents).
We also asked members of the SHE research group if they had ever published information
about their research via SHE social media, but none of them answered positively. To the open-
ended question “how are these media useful in your research” the following comment was
made:
still get easy updates at times when I don't have the time for literature searches impact
I have to improve my skills! The junior researchers of the SHE research group are expect
in this field.
Don't use the above mentioned information
During last 2 years I concentrated on other research topics than HPS. I was not a member
of SHE research group. Table 21: Comment on usefulness of social media
According to SHE Research Group members, dissemination of research on health promotion
in school is facilitated by the SHE Research Group in the following ways:
o Give easily accessible and understandable non-academics tools
o Book project brought the opportunity to publish
o Exchanging publications between members
o Easy approachable SHE members
Impact of the Research Group on advocacy was given positive rating:
2
1
3
1
5
SHE facebook
page
SHE on twitter SHE linkedIn
group
SHE research
group LinkedIn
None of the above
Which of these social media are useful in your
research?
Number of members
52
Figure 27: Participant assessment of the role of the SHE Research Group on advocacy in terms of school health promotion (9
participants).
Information provided by the SHE is useful to Research Members in the following manner:
To base research on and to reflect
Glossary ; publications ; meetings
Good place (meetings and website) to quickly find information to networks, factsheets, links
to relevant websites
Possibility to be informed and have new ideas, access to references etc.
Through the information provided on the website
Information about research is not distributed systematically, i.e. that sometimes I find
information accidently Table 22: Comment on usefulness of information provided by the SHE to research activities
In terms of future developments, Research Group Members’ comments can be summarized
as follows:
o Encourage and develop collaboration in concrete projects, joint work in/for
conferences, joint proposals for funding (but always depending on own situation
as researches/institution), and writing of papers
o Exchanging, meeting
o Benefitting from others’ expertise
o Working in sub-groups
o Developing coherence and stability within the group
o Developing the work between meetings
o Keeping members motivated and committed
o Work on specific projects: glossary, SHE Manual
o Provide more projects proposals by the Research Group
o Update the Research Group position paper and link it with the actions of the
Research Group (action plan)
4 4
0 01
Very positive
impact
Positive impact Negative impact Very negative
impact
No impact
In what respect do you think the SHE
research group advocates and develops
advocacy in terms of school health
promotion?
Number of members
53
Additional comments emphasized that “It's a great pleasure to be part of a network like this
as a researcher”. Also, “It would be useful to motivate countries (throughout national
coordinators) to create research group at the national level”. And finally an example of
collaboration was presented: “After an e-mail of the SHE research group member we starts a
collaborative small study with 3 countries partners an HPS topic”.
To complete the assessment of SHE Research Group activities, a focus group was organized
with SHE Research Group members, and an interview was carried out with the SHE Research
Group Coordinator.
FOCUS GROUP WITH SHE Research Group Members:
Focus Group questions explored the following areas of interest (comments are presented in
each section):
Support to research on health promotion in school:
The opportunity for exchange and socializing was clearly emphasized as being a very strong
point to stimulate new ideas for research and publications but also be more aware of the
status of research in this field:
“Good for exchanges, for ideas, for publications and conference”
“Get aware of different fields research”
“Easier to meet people, there is a social aspect” Table 21: Comments on exchanging and socializing
Also, support on writing available from other members and also reflecting on others’ work,
acquiring new theoretical perspectives were presented as being promoting factors, in an
international perspective.
“Sharing on these papers”
“Reflect more on the findings”
“Learn new or other philosophe expertise in the health promotion arena”
“There are 43 members, which facilitate for writing new project”
“Possibility to form new research proposals”
“It is a great chance, we should use it more”
“International aspect, it’s make it easier”
“You don’t have to force some proposal to be international, it’s already there. It is facilitate
by this group.”
“The name of the group is getting stronger and stronger as a brand” Table 22: Comments on promoting factors
54
- Development of School Health Promotion:
The need to feedback and disseminate findings of the Research Group was mentioned by one
member: “I think mostly produce research as itself, because we have to feed back what we
are doing here, what we find out, also what kind of new documents are there, we have to feed
back that to our national coordinators, or our institutions, or people who we work with in our
countries.”
A suggestion was made to strengthen the links between members of the Research Group, and
also with the SHE secretariat: “This is a really strong possibility which is not much use as that.”
The fact that not all members have the opportunity to attend SHE meetings was seen as a
downfall: “This is really selectively, only some persons go to the assembly meeting and get the
possibility to talk with national coordinators”
Dissemination of the knowledge created by the SHE Research Group was mentioned by one
member: “I like the fact that there is knowledge of what we do as a research group and the
rest of the context of the SHE and to make it easier accessible to outside, for health
promoters.” Adaptation of how this knowledge is presented and made accessible to all seems
to be an important factor to keep in mind. An emphasis on the development of social media
as an effective tool for dissemination was made.
A comment was made on dissemination of information about the Research Group specifically:
“if you look at the website, there is not a specific part just for the research group, there is just
a link, but the research is not very visible on the website.” Suggestions were made to create
profiles for members with descriptions of their work and publications, links with personal
webpages, Facebook pages or Researchgate profiles could be made to make it easier to find
information about the researchers.
- Contribution FROM and TO the SHE Network:
When asked about how the SHE Research Group contributed to their research activities,
members mentioned the following aspects:
o Facilitates publication
o Participation to SHE provides new
o Discussions
o Meeting people
o Sharing difficult issues
o Critical thinking
o Acquiring new knowledge
55
When asked how they thought they contributed to the SHE Research Group, members made
the following comments:
Concerning my contribution I think it is for example publications, or few years ago, in the
workshops, in the conference.
To contribute (hopefully) as a part of the project.
Help the SHE research group in terms of organisation.
Part of the review group/springer book.
I try to give back what I receive. Table 23: Comments on contribution to the SHE Research group
Suggestions for the future included a focus on shared research projects: “For people who are
not in some research project, it is more difficult to be part of the research group. We have 70
research group members and more than 80% are not committed to it, because maybe because
they are not part of any projects or whatever. We should focus more on shared common
projects.”
FEEDBACK FROM THE SHE RESEARCH GROUP (SRG) COORDINATOR:
- OVERALL VISION:
The coordinator of the Research Group points out that her “role is more that of a facilitator
than a coordinator” as the Group is not “ a project, a piece of work that needs coordinate it’s
more a community of researchers that we are establishing and trying to kind of develop”. The
underlying perspective in coordinating the group lies in mobilizing people around School
Health Promotion. An example of that is to get researchers involved in Educational
Conferences as well as Public Health oriented conferences: “previously researchers around
the SHE had been active only in health conferences, which were organized by the IUHPE, I
wanted also to get them involved in educational conferences”. The following activities were
mentioned as central for the development of the SHE Research Group:
� Creating research forums where we can meet
� Present and profile the research within SHE
� Creating publishing opportunities within SHE
� Provide some kind of profile for this research done within this area
56
The Group also contributes to other SHE activities, for example in supporting members with
relevant research.
- PROMOTING RESEARCH ON SCHOOL HEALTH PROMOTION:
Improving the visibility of the research that is already available is key according to the SHE
Research Group Coordinator: “a lot of research has been done, but because it is such a multi-
disciplinary field, it hasn’t been profiled”. Synthesizing and making the already acquired
knowledge accessible to all is one the objectives of the group.
Evidence on Educational and Health strategies is needed to develop health promotion in
schools. According to the SRG coordinator, one of the objectives of the group is to provide this
kind of evidence to national coordinators but also decision-makers. Having the opportunity to
discuss within the group, and share new ideas about research on a theoretical or practical
level, is essential: “to have forums where we can discuss, to critically revisit the research and
the theoretical frameworks to develop those”.
- NETWORKING:
Another activity of the SRG is to promote networking among researchers, e.g. during ECER
conference in Porto, where the Health Education Research network was established, and
which has a particular interest in Educational aspects of Health Promotion. One conference
day and 5 days of conference sessions around this topic are organized by the network. Possible
symposiums for the next ECER conference in Budapest were discussed during the SRG meeting
along with the possibility to have joint applications.
- SRG MEETING:
The SRG meeting is seen as a “real opportunity” by the coordinator. This years’ funding was
sufficient to include members of the broader group: “Normally we don’t have funding to meet
beyond the core group but this year we had funding for around 20 people to meet up and to
discuss the whole, the state of the art so to speak, where are we in terms of the research
within this area at the moment.” 3 PhD students got the opportunity to present new research.
In terms of future projects, opportunities and possibilities for group funding and group
research projects were discussed, as the SRG coordinator states “that was the purpose of the
meeting.”
57
- DIFFICULTIES / FURTHER DEVELOPMENTS:
Funding seems to be a central question in the range of activities that the SRG is able to
implement: “There is a lack of funding...” which implies that meetings are often solely
attended by the core of the SRG. The SRG coordinator suggest that having a separate funding
from the SHE operating Grant might be beneficial for SRG activities: “We don’t have a separate
funding. We have funding for certain activities for the SRG, but not a separate funding. Maybe
that’s something that we should work more about in the SHE”.
Coordinating the core group proves challenging: “we have 10 people in the core group, which
some feel that there are many people, some feel that not all the members are active”. A
difficulty to overcome lies in motivating members when funding is not available. The
coordinator nevertheless points out that the core group has invested a lot of time and
devotion in SHE activities: “it’s a lot of work that the members of the core group have invested,
like in reviewing all the chapters for the Springer book which is a huge work, and then
reviewing all the submissions for the ECER conference again big work which is invisible in a
way, but it wouldn’t happen if we didn’t have a network in the core group members.”. Are
also mentioned chairing of all sessions in research conferences and SHE specific activities like
the Summer School for example.
Another difficulty or suggestion made by the SRG coordinator is to have an online forum:
“where we can maybe more easily communicate and where we can have an overview of the
publications that we publish each of us individually”, and the link with the SHE Website. The
succinct section dedicated to the SRG is not updated or interactive which according to the
coordinator may have an impact on the number of visits “nobody is maintaining it so nobody
is reading it”. One possible development for the future could be to set up an easy-to-use web
platform with a database of publications to promote interaction between members, and
which could be updated with the research from the group. The fact that correspondence
between SRG members goes through the secretariat via e-mail is “not optimal because it’s
kind of difficult to develop this kind of continuous dialog also to bring up the latest publications
so we have easy overview of what is the latest research”. This could promote joint funding
with the underlying objective to create “a strong consortium”.
58
As a conclusion, the SRG coordinator explained more about what it meant for her to be part
of the SRG: “It’s a nice …how should I put it, nice thing to be involved in, it’s work in progress,
it’s not a finished product… it’s a constant work towards its establishment and improvement
in a way, and I like that”. The SRG has provided insight as to what kind of research was
produces in the field of health promotion in schools “Now we have a clear sense of who people
are, which environment, which universities, what are the topics and this will be strengthened
in the future”. Being part of the group “provides me with fantastic kind of inspiration” says
the SRG coordinator, “seeing what my colleagues are engaging with and to enter into the
discussion with them to read what they published, we follow each other in a way in the
journals which are in this field”. In addition to promoting research, the SRG also provides
opportunities to draw on a range of resourceful colleagues: “when I need partners for certain
applications I have a list of people that I can call and invite and see who’s interested, and also
in terms of exchanging study visits for PhD students, and so on, so it’s a rich resource we do
use at the moment, we can use even more”
Book publication:
The coordinator of the Research Group published the Springer Book which was not included
in the 2014 budget.
And then as the opposite of that, we published this year the Springer book, which is authored
by, the 19 chapters in this book are authored by 45 members of the SHE research group, which
is almost, not almost but half of the RG have been included in publishing their research in this
group which is a kind of output of this work, it’s a two year work which resulted in this work
which is called “Schools for Health and Sustainability. Theory, Research and Practice “which is
really a nice product to show what this network is about”.
Research group projects:
1. A conference programme was designed by the coordinator of the Research Group for
Network 8 at the ECER conference in Porto.
2. Several abstracts to ECER 2015 have been submitted by Research group members.
3. A SHE glossary is being drafted “to create some European context” and share
“information that we have developed over the years”. As the SHE coordinator points
out, this project will be continued in 2015 as a lot of improvements need to be made.
59
Support to research outside the research group:
According to the SHE coordinator, the SHE supports research outside of the SHE Research
Group. The fact that the SHE network is represented at international conferences where
researchers meet and can make contact with SHE members to set up new projects is a means
to firstly advocate and secondly promote research. “There is a big world outside of the
Research Group, ‘cos the Research Group is only 70 members, we target wider research. A
good example was the presence of the Australian Research Community at the Research Group
meeting in November, also South East Asian region who is also interested. We really think
more global.” The focus on collaboration with other research groups in or outside Europe is
seen as a promoting factor to collecting relevant evidence on School Health Promotion.
Lobbying / advocacy via the dissemination of knowledge:
This activity is carried out by the SHE coordinator “lobbying on a European and international
level, which is my job I would say.” The SHE network has been in direct contact with the
European Commission, the WHO regional Office in Europe, and also international
organizations (ASCD, ISSN, EI (Education International, the global trade union for teachers),
UN organizations (e.g. UNESCO), the European Centre of Disease Control etc…
Example of projects are given by the SHE coordinator: «with the European Centre of Disease
Control, which was not in our work plan, it was a separate activity, but we are SHE and they
are very appreciative of our expertise and network, that is also a very important part of
advocacy which is not so clearly indicated in objectives, the WHO European action plan on
healthy eating 2015-2020 which was signed by 53 countries I think it’s a very important
advocacy, really inside these documents.” Also, the European Commission requested input
from SHE on a draft on mental health recommendations which “involves the future of school
mental health.”
Unplanned activities
Additional activities which had not been planned in the workplan were carried out:
60
- A start on the online school twinning tool was made: “it was an ongoing activity since
2013 we did some work on that and actually connected with some schools from Spain
and Czech Republic”. More work is planned in 2015.
- The SHE glossary was drafted: first draft was discussed with during the SRG meeting,
more work on it will be included in the workplan 2015 bearing in mind “what will be
the focus? How we will be using this? “
BARRIERS/DIFFICULTIES / FURTHER DEVELOPMENT:
OVERALL FEEDBACK ON ACTIVITIES BY THE SHE SECRETARIAT:
No difficulties are mentioned by the SHE secretariat in terms of implementation apart from
the potential difficulty of language barrier in some members. Instead, the coordination was
happy about how activities were undertaken in 2014: “I think we do quite a good job.” The
fact that the team could start working as early as January was clearly noted as a promoting
factor in reference to 2013: “in 2013 we could only start in May!”, “everything was fine this
year in comparison to the year before. It was much easier”.
Some important issues were raised by the coordination in looking back at SHE Activities 2014:
• Focus on schools: the website focuses specifically on schools in addition to other
members. The SHE coordinator points out that this was set as an objective for SHE: “That’s
quite a new development that’s got huge potential. To focus more on schools is one of our
objectives. Given the number of schools that are around in Europe. We don’t know exactly,
but I would say 200 000 as a rough estimate.”
• Spreading knowledge in developing interaction in the network: SHE was described as a
“classical network”, at the centre of interactions and information. As explained by the
coordinator “I would rather have more interactive way to facilitate sharing, and I realize that
our main objective which is also not written down, is to see how can our knowledge be best
spread”. Acquiring new knowledge is key, on the part of SHE coordination as well as SHE
members: “we want to get smarter ourselves and there’s huge leads for perfecting strategies,
and we’re very open to any new ideas or thoughts in that field”.
• Involvement of the planning committee: the planning committee was described as a
strong group which is intended “to be kept more involved in the execution of tasks or more
active inputs”.
61
• Membership: in some countries, national coordinators were described as “non-existing”.
A potential explanation given by the coordinator lies in membership. “We keep thinking of
new ways to reaching out to them, and actually that a very important objective that has not
materialized this year.” We had some replacements for national coordinators but some, like
Sweden, the person that retired in February and we have no replacement, so Sweden is out,
which doesn’t’ make sense, but that’s how it is.
62
VI. CONCLUSIONS AND RECOMMENDATIONS
OVERALL FEEDBACK ON ACTIVITIES BY SHE MEMBERS:
Overall, SHE members are satisfied with the network’s activities in 2014 and express
how they can benefit from being a member.
Improvements on overall SHE activities include to put more emphasis on the direct support to
schools. Collaboration between members could also be developed, with an improvement of
how research fits in the broader SHE network. A specific point about evaluation and quality
indicators was made as a potential future activity development.
Specific comments by the SHE Research Group members emphasized the need for
collaborative work within the group. Joint projects could be beneficial for the Research group
but also for health promoting school research in general.
Finally a call for specific health topics to be focused on in workshops (mental health, sexual
health, injury) in addition to the need for more advocacy and negotiation tools to develop
collaboration between the health and the education sector.
When referring more specifically to the evaluation questions formulated for 2014, several
points may be highlighted concerning SHE network activities in 2014:
1. Were the activities, as described in the work plan SHE 2014, implemented as planned?
Firstly, all events that were planned in the workplan for 2014 did actually take place (SHE
Summer School, SHE Assembly meeting, SHE Research Group meeting...). It can be pointed
out, that participants provided very positive feedback in regards these events, which
emphasized that not only were activities implemented as planned, but they were
implemented successfully. Concerning Internet activities (maintaining and updating of the
website, SHE Network helpdesk, social media and newsletters...), activities were carried out
as planned. Results were variable depending on the kind of activity, as stated in the
corresponding sections of this report. New activities set for 2014 were successful: the third
factsheet, the practice book, the school manual and the promotional video were published
and disseminated on time. Moreover, unplanned activities have also been implemented, for
example the School Manual is available in 5 new languages instead of 4.
63
However just half of the 10 regional networks announced could be enrolled, which is an
issue which should be developed in the coming years.
2. Did the activities, as described in the work plan SHE 2014, contribute to the
strengthening and visibility of the SHE network?
Several SHE Network activities were carried out to reaching this objective, newly produced
deliverables are appreciated by SHE members. Since the third factsheet was only disseminated
in December, it is difficult to comment on its effect on the strengthening of the Network, but
the School Manual or the Practice book are clearly used as disseminating tools by SHE
members. Also, material provided by the SHE network can serve as a good way to create new
collaborations thus creating new networks or strengthening already existing ones, whether
they be between national and regional levels, or between professionals from multifarious
backgrounds.
In terms of visibility of the SHE Network, the website is central (14.494 website visits, while
the target was set at 12.000, including 8902 new visitors). It is interesting to note that if all the
members appreciate the website, a number of them recommended alterations and
improvements.
Social media is also one of the essential tools uses by the SHE secretariat to improve
visibility of the SHE Network. Even though targets for social media activities were reached
overall, results are mixed. Indeed, it seems that only the SHE Secretariat is involved in the
social media for the SHE Network, other members do not seem to be very active, and just
follow what is published by the SHE secretariat.
Concerning research, some members of the research group point out the lack of visibility
of research within the SHE network, whether it be research emerging from the SHE Research
group, or conducted outside the Group. According to them, this point should be improved,
especially through the SHE website. Members added that they would like to have a platform
where they could find the work of other members of the SHE Research Group, which in our
opinion should be considered as future development of the SHE Network Website.
On a more local level, visibility of the SHE Network is difficult to measure and assess. We
unfortunately cannot draw any conclusions on this point as we would require more
information from the local networks to answer this question. Although the information we
collected show that some coordinators disseminate, promote and work with these tools on a
64
local level, particularly with schools, we suggest interviews with members of local networks
be added to future external valuations of SHE activities to focus on this aspect of the
development of the Network.
3. Did the activities, as described in the work plan SHE 2014, contribute to the
strengthening of the national networks and the professional development of the SHE
members?
To this question, the data collected for this report shows that SHE deliverables are indeed
used by professionals, tools and activities provided by the Network do help to members in
their practice thus participating to professional development. According to the interviews and
questionnaires, SHE tools, materials and deliverables are acknowledged and very much
appreciated, and several members encourage their production. The exact way in which
professional development is encouraged is unclear, and difficult to assess, and would require
extensive interviews and observations of the use of the tools.
Concerning the development of national networks, it seems it depends on specific national
contexts. No generalization can be drawn from our data, this process being a long-term one.
However, it can be said that in some countries, there are strong links between national
coordination teams and practitioners, and that strong links are being created with new
networks and new countries. This point should be evaluated regularly as an evolution process
rather than a set objective. Finally, the SHE coordinator and SHE Secretariat have made it clear
that networking was one of the priorities for the SHE network. As a conclusion to this question,
we could say that activities implemented in 2014 will provide a great basis to continue and
further develop networking within the SHE network as an ongoing and long-term process.
4. Did the activities, as described in the work plan SHE 2014, contribute to the visibility
of the 2nd EU Public Health Programme?
We conclude that the SHE network contributes to the objectives of the EU Public Health
Programme, especially objective 2 (promoting health and reducing health inequalities) and
objective 3 (generating and disseminating health information and knowledge). However,
when asked what kind of information the SHE network had provided them about the Second
Programme of Community Action in the Field of Health 2008-2013, members did not specify.
One member commented and expressed that he / she had used some material to present it
65
to the national education council in his/her country, but had to adapt it and make substantial
changes to it to simplify it.
Recommendations:
- Focus on schools:
o Creating a network of schools on the same model as the regional networks,
designating school coordinators and involving them in the regional network
o Adapting the format of existing SHE events to school settings: e.g. Summer
school for school professionals; or making sure that more practitioners are
involved in the summer school
o Providing methodological and theoretical material to support practitioners in
problem-solving and adapting to context-specifics
o Include visits to schools or invite schools to participate in SHE events
- Improving collaboration between members
o Develop collaboration between practitioners, SHE coordinators and SHE
Research Group members in research projects
- Creating an interactive section on the SHE website:
o A discussion forum to facilitate communication between SHE members:
� Create sub-groups: SHE members, SHE Research Group, schools
professionals, practitioners etc…
� Create discussion threads about specific subjects e.g. joint projects,
calls for proposals, questions etc…
- Developing research:
o Including a specific section about research on the SHE website
o Disseminating research from Research Group members, and also other SHE
members
o Organizing online meetings with research group members to keep people
connected
o Setting up sub-groups within the Research Group to carry out specific tasks
- Disseminating calls for proposals, and project tenders to facilitate collaboration within
the Research Group
66
- Focusing on specific health topics:
o Inclusion of a specific session on evaluation at the SHE Assembly
o Disseminating research on evaluation
o Providing hands-on evaluation tools
o Organizing a workshop on the definition of quality indicators
o Organizing workshops on specific subjects during SHE events: mental health,
sexual health etc…
o Organizing a workshop on policy development, implementation, advocacy
strategies
o Organizing a workshop on project management and collaborative work
67
VII. REFERENCES
Andreani, J.-C., & Conchon, F. (2003). Méthodes d’analyse et d'interprétation des études
qualitatives : Etat de l'art en marketing. Revue Francaise Du Marketing, 1–26.
Bardin, L. (2003). L’analyse de contenu (p. 320). Paris: Presses Universitaires de France.
Cottrell, R., & McKenzie, J. F. (2010). Health Promotion & Education Research Methods:
Using the Five Chapter Thesis/ Dissertation Model (p. 345). Jones & Bartlett Publishers.
Guevel, M.-R., & Jourdan, D. (2008). Assessment of a national network: the case of the
French teacher training colleges’ health education network. Health Education Research,
24(3), 430–441.
Guilbert, L., & Lancry, A. (2007). L’analyse des activités des cadres : l'intérêt de la
triangulation des méthodes. Le Travail Humain, 70(4), 313.
Leplat, J. (2002). De l’étude de cas à l’analyse de l’activité. Perspectives Interdisciplinaires Sur
Le Travail et La Santé, 4(4-2), 1–31.
Lessard-Hébert, M., Boutin, G., & Goyette, G. (1997). La recherche qualitative: fondements et
pratiques.
Stewart-Brown, S. (2006). What is the evidence on school health promotion in improving
health or preventing disease and , specifically , what is the effectiveness of the health
promoting schools approach ?.
68
Appendix 1: Contractual and additional indicators for analysis of SHE activity 2014
objective 1: provide support to the members of the SHE network
CONTRACTUAL INDICATORS OF PERFORMANCE ( SHE Tender)
number of participants of the SHE Assembly meeting
number of website visits and helpdesk questions
availability of 4 newsletters
number of subscriptions to the newsletter
number of regional networks that joined the SHE network
availability of online manual for schools in two new languages
objective 2: capacity building on school health promotion
CONTRACTUAL INDICATORS OF PERFORMANCE (cf SHE Tender)
number of participants of the workshop on social media
number of participants of the train-the-trainer workshop on online school manual
number of views of the e-learning modules on SHE website
number of participants of the 2014 SHE summer school
objective 3: advocacy on school health promotion
CONTRACTUAL INDICATORS OF PERFORMANCE (cf SHE Tender)
number of views of the promotional video on SHE website
number of languages the online manual is intended for translation
number of orders of the innovative practice book on HPS
national coordinators who intend to use the online manual
number of downloads of the factsheet
number of national coordinators who intend to use the innovative practice book and
factsheet
objective 4: supporting research on school health promotion
CONTRACTUAL INDICATORS OF PERFORMANCE (cf SHE Tender)
the number of people attending the meeting of the SHE research group
availability of the minutes of the SHE research group meeting incl. writing workshop
69
Appendix 2: Synthesis and outline of SHE documents
SHE strategic plan 2013-2016
General
(title; date;
pages)
SHE strategic plan 2013-2016; published the 5 December 2013; 12 pages
Specific
Objective
Present the last period (2008-2012) ; present the context ; present the links
with the WHO Health 2020 policy ; main objectives of the SHE network
Outline Introduction
Chapter 1: Context for school health promotion in Europe
Trends and topics for the SHE network 2013-2016
1. Tackling the health divide a. Reducing health inequities and promoting equity through the health promoting school
approach
b. Supporting children’s rights and the prevention of violence in the school settings
c. Social inclusion
d. Focus on vocational education and training (VET) and adult education (Lifelong
learning)
2. Investing in making people healthier, empowering citizens and creating
resilient communities a. Including early childhood education and care
b. The impact of health promoting schools on early school leaving
c. Active student involvement and participation
3. Tackling Europe’s major diseases a. Preventing non-communicable and communicable diseases through the health
promoting school approach
b. Mental health promotion and well-being in schools
c. Improving school feeding and nutrition
4. Creating healthy and supportive environments for health and well-being a. Schools as health promoting work places
b. Focusing on whole school approach and educational change
5. Promoting and adopting ‘health in all policies’, whole of government
and whole societies approaches a. Quality of teaching and employability
b. Sustainable development and health promoting schools
Chapter 2: Main objectives SHE network
Chapter3: Strategic developments SHE network • Sustainability of the SHE network
• Membership of the SHE network
• Decentralization of the SHE network activities
• Strategic partnerships
• Services for schools
Annex 1: Summary activities SHE network 2008-2012 • Maintain and expand the SHE network
• Development and implementation of health promoting schools
• Technical support EECA countries
• Communication
Content /
main ideas
Source http://www.schools-for-
health.eu/uploads/files/SHE%20Strategic%20plan%202013-
2016_%20FINAL.pdf
70
SHE Factsheet 1:
General (title;
date; pages)
State of the art: health promoting schools in Europe; September 2013; 6
pages
Specific
Objective
Short presentation of the health promoting schools in the SHE network.
One of the most important aims of this factsheet is to provide some
benchmarks for future health promoting school development and
implementation.
Outline Summary
What is the SHE?
What is a health promoting school?
Why is health promotion in the school setting important?
State of the art of HPS in Europe
Number of HPS in Europe
Number of SHE member countries with a national HPS policy
Integration of national HPS policy into other national policies
Health education as a separate subject in the national health curriculum
Health topics included in the national HPS policy
Stakeholders in national HPS programme
Regional, district or local level
Sources of funding for national HPS programmes
Main expectations of National Coordinators for their national HPS
programme
Conclusion
Contact
Adds on : p.3 SHE core values
p.4 SHE pillars
Content /
main ideas
Source http://www.schools-for-health.eu/pages-resources/she-factsheets-
additional-information/read-more-she-factsheet-1
71
SHE Factsheet 2:
General (title;
date; pages)
School health promotion: evidence for effective action; December
2013; 8 pages
Specific Objective Short presentation of the health promoting schools in the SHE network.
Overview of the evidence of school health promotion.
Outline Summary
1- Introduction
• What is SHE?
• What is a health promoting school?
• Why is health promotion in the school setting important?
2- What do we mean by school health promotion
3- The research of the effectiveness of school health promotion
• Context
o Equity
o Teacher education and training
o Understanding the culture of schools
o Student participation and ownership
o Linking health promotion to the core tasks of schools
o Involving parents and carers ins school health promotion
o Promoting staff health and well-being
• Research in health topics
o Mental health and emotional health
o Substance use
o Hygiene
o Sexual health and relationships education
o Healthy eating
o Physical activity
• Whole school approach
Conclusion
Contact
Content / main
ideas
Source http://www.schools-for-health.eu/pages-resources/she-factsheets-
additional-information/read-more-she-factsheet-2
72
SHE Factsheet 3:
General (title;
date; pages)
Effective networks and partnerships for health promotion in schools;
December 2014 ; 12 pages
Specific
Objective
Short presentation of the health promoting schools in the SHE network.
Present importance of networks and partnership in school health
promotion, explore factors that promote and inhibit networks and
partnerships, presents case studies.
Outline 1- Introduction
• What is SHE?
2- What are networks and partnerships in school health promotion and
why are they important?
3- Factors that promote and inhibit networks and partnerships
• Political issues
• Alliances and territorial culture
• Respect for, and understanding of professional roles, concepts and
language
• Trust as a key component of partnerships
• Nature of schools and their roles
• Evaluation and monitoring
• Responsibility, accountability and rewards
• Shared goals
• Harnessing the potential of social media
• Inhibition and fear of conflict
• Power and influence in networks
4- Case studies of sustainable networking and partnerships in school
health promotion (Germany, Kosovo, Scotland, Lithuania)
Conclusion
References
Contact
Content / main
ideas
Source http://www.schools-for-health.eu/pages-resources/she-factsheets-
additional-information/read-more-she-network-factsheet-3
73
SHE online school manual
General (title;
date; pages)
SHE online school manual, 5 steps to a health promoting school;
published on December 2013; 36 pages
Specific Objective Introduce the health promoting schools.
Provide support for becoming a health promoting school or for
improving an existing health promoting school.
Outline 1. Introduction a. What is the purpose and target group?
b. How is it structured?
c. How can it be used?
d. What is health?
e. What is health promotion in school?
f. Why is it important in school?
g. What works?
h. Whole-school approach
2. Phase 1: Getting started a. 2.1 Making the commitment
b. 2.2. Ensure the support of school leaders
c. 2.3. Gain school community support
d. 2.4. Identify and engage other stakeholders
e. 2.5. Identify your available resources
f. 2.6. Set up a working group
g. 2.7. Start to plan for communication
h. 2.8. Start to plan for evaluation
3. Phase 2: Assessing your starting point a. 3.1. Assessing your starting point
b. 3.2. Setting priorities
4. Phase 3: Planning for action a. Planning for action
b. 4.2. Aims and objectives
c. 4.3. Indicators
d. 4.4. Planning for communication
e. 4.5. Planning for evaluation
f. 4.6. Writing and revising your plan
5. Phase 4: Taking action a. 5.1. Spreading the word about your final plan
b. 5.2. Making your plan part of everyday practices
6. Phase 5: Monitoring and Evaluation a. 6.1. Monitoring and Evaluation
7. References
8. Appendix 1. Additional information: Introduction a. 6 components of the whole-school approach
9. Appendix 2. Additional information: Phase 1 a. Questions: Communicating the advantages to school leaders
b. Engaging other stakeholders
c. Example: Gaining politicians’ support
d. What does a working group do?
e. Questions to identify potential working group members
f. Tips for setting up a working group
g. Example: A working group: Setting up & carrying out tasks
10. Appendix 3. Additional information: Phase 2
Content / main
ideas
74
a. Questions to help assess your starting point
b. Priority setting workshop
11. Appendix 4. Additional information: Phase 3 a. Things to consider when writing your plan
b. Example: Addressing school bullying and violence
c. Example: Mapping-out the action plan
d. Questions when planning for evaluation
e. Evaluation types: Process, output & outcome
f. Questions to discuss when writing and revising your plan
12. Appendix 5. Additional information: Phase 4
a. Channels for communicating your final plan
b. Questions to consider when taking action
Target group School management, teachers and other school staff
Source http://www.schools-for-health.eu/for-schools/manual
Flyer online school manual
General (title;
date; pages)
SHE online school manual, 5 steps to a health promoting school;
published on March 2014; 2 pages
Specific
Objective
Presentation of the school manual
Outline Introduction
What is the purpose of the manual?
For whom is the manual?
Why should you become a health promoting school?
What is the manual?
Where can you find the manual?
SHE network
Further information (contact)
Content / main
ideas
Source http://www.schools-for-
health.eu/uploads/files/CBO_FY2013%20Deliverable%2007%20Leaflet
%20Online%20manual%20for%20schools.pdf
75
2014 SHE network brochure
General (title; date;
pages)
SHE Schools for health in Europe; published on March 2014; 6
pages
Specific Objective Brief presentation of the SHE network
Outline Introduction
Who are we?
How do we work?
What do we do?
The health promoting school approach
• SHE core values
• SHE pillars
How to link with SHE?
SHE activities and tools 2014
• Website
• Social media
• SHE national coordinators
• SHE regional coordinators
• SHE research group
• Partnerships
Further information
Contact
Content / main ideas
Source http://www.schools-for-
health.eu/uploads/files/SHE_brochure_2014.pdf
76
Introduction to health promoting schools in Europe (Video)
General (title;
date;
duration)
Introduction to health promoting schools in Europe; Published on Oct 6, 2014; 8’06
Specific
Objective
Presentation of four European schools (in Estonia, the Netherlands, Spain) which
adopt a health promoting approach.
Outline 0’10 -> 1’50: De Toonlader, the Netherlands – Zwolle
• Policy
• Physical Activity
• School Environment (concern the “physical” environment and different
settings of the school)
• Hygiene (Prevention and equipment)
• Parent participation (sport days, exercises in the afternoon, healthy
breakfast)
• Health education (canteen instead of snack)
2’00 -> 3’40: Rapla Vesiroosi Gymnasium, Estonia, Rapla
• School policy (canteen/healthy food, sports facilities)
• Physical activity
• School environment (indoor shoes, cleaned toilets)
3’45 -> 5’30: Deltion College, the Netherlands – Zwolle
• Student participation
• Sports (for new students, a sport week is planned)
• Monitoring
• Sustainable development
• Environment (students can borrow school bikes)
• Healthy for students and staff
5’35 -> 7’20: Leonardo Torres Quevedo, Spain – Santander
• Prevention and promotion
• Sport facilities
• Student participation (Students manage and organise activities)
• Healthy eating (sell fruits and freshly made juices)
• Various activities
• Working together
• Healthy lifestyle
7’30 -> 7’45 : Contact
7’45 -> the end: Acknowledgment
Content 4 presentations of examples of health promoting school, each one lasts around 1’40
Sources Subtitles available (for now): English (http://www.schools-for-health.eu/for-
schools), French and Italian (http://www.schools-for-health.eu/pages-for-
schools/translations---introduction-to-health-promoting-schools-in-europe).
77
Practice book: Equity, education and health: learning from practice
General (title;
date; pages)
Equity, education and health: learning from practice; published on August 2014; 148
pages
Specific
Objective
This book lists 18 case studies coming from different countries of the world (mostly
from Europe). It is for the SHE members, and the main aim is to help to support the
practice-based evidence of HPS research.
Outline • Foreword
• Chapter 1: Summary Odense conference
• Chapter 2: The Odense statement
• Chapter 3: Innovative practice stories o 1 Canada: The Pan-Canadian Joint Consortium for School Health: Collaboration
across health and education, across jurisdictions
o 2 Canada: Healthy School Planner
o 3 Canada: Positive Mental Health Toolkit: a resource for the entire school
community
o 4 Estonia: Developing a support system for children with type 1 diabetes in
educational settings in Estonia
o 5 Europe: Sustainable networking for mainstreaming health and safety in
education: ENETOSH
o 6 Iceland: Support for the health promoting school projects in Iceland: a new
national curriculum for all school levels
o 7 Italy: Health promoting schools network in the Lombardy region
o 8 Lithuania: The health promoting school wave rolls through Lithuania
o 9 The Netherlands: The Dutch Education Agenda Sport, Exercise and Healthy Living
o 10 the Netherlands: Movement, learning and wellbeing in and outside the
classroom: The Class Moves! in various European countries
o 11 Poland: Health promotion for school staff as part of a whole school approach
to health in Poland
o 12 Russian Federation: Posture and physical education of students in the Russian
Federation
o 13 Russian Federation: Research on single sex education in Russian schools
o 14 Scotland (UK): Health and wellbeing: the responsibility of all
o 15 Singapore: Health Promotion Club: cultivating youth health ambassadors
o 16 Singapore: CHERISH Junior Award: health promoting pre-schools in Singapore
o 17 Wales (UK): Results based accountability for health promoting schools
o 18 Wales (UK): Assessing schools as health promoting by the National Quality
Award
• Chapter 4, evidence for effective action, on health promoting schools:
Background paper of SHE factsheet on evidence
Content /
main ideas
Source http://www.schools-for-health.eu/pages-resources/case-studies-additional-
information/innovative-practice-book
Appendix 3: Detailed SHE workplan Gantt chart / planning 2014
Explanation of colours = activities = meetings = deadline
SHE 2014 January February March April May June July August September October November December
1
Provide support to the members
of the SHE network
Who?
l ll III l ll III l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll
Update the list of SHE
coordinators
GB,SR,LL
19
Update the list of SHE research
group
GB
Update the list of SHE regional
coordinators
GB,SR,LL
Maintain the SHE website
SR,ES,RB,LL
Maintain the SHE helpdesk GB,LL
D4 SHE newsletters
GB,SR,ES,RB,LL
Send request for contributions
to SHE newsletter
GB,SR,ES
Write articles for the SHE
newsletter
GB,SR,ES,RB
D3
Organise SHE assembly &
workshops 7-10 October 2014
Choose location GB,SR
Regular contact with local
organision
GB,SR
Email early invitation GB,SR 19
Arrange meeting venue and
hotel
LO,GB,SR
Make practical information
note
LO,SR
Make registration form SR,LL
79
Send formal invitations SR,LL
Send request for presentations GB,SR
Update list of participants LL
Book flights SR,LL
Visa support letters SR,LL
Draft programme GB,SR
Deadline reservations hotel SR,LL
Make information packages LO,LL
Final programme GB,SR
SHE assembly meeting &
workshops
GB,SR
Reimbursements SR,LL
Report of the SHE assembly
meeting
GB,SR
Extend the network with 10
regional networks
GB
Extend the network with 10
regional networks
GB
Write chapter for technical and
financial report
GB
Share information about SHP
through social media
ES,RB
Send regular tweets, reach 350
followers
ES,RB
Make regular updates on
Facebook, reach 200 likes
ES,RB
Make regular updates on
LinkedIn, reach 150 followers
ES,RB,GB
Put regular blogs on the SHE
website and Google+
GB, RB, ES
Write chapter for technical and
financial report
GB,RB
80
January February March April May June July August September October November December
2
Capacity building on school health
promotion
Who?
l ll III l ll III l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll
1-day workshop introduction online
school manual in member states 7-8
October 2014
GB,ES,RB,AN
Draft programme GB,ES,AN
Final programme GB,ES,AN
Delivering workshop GB,AN
D6
Materials as e-learning on
website
ES,AN,RB
Write chapter for technical and
financial report
GB
1-day social media workshop 10
October 2014
Draft programme
GB,ES,RB,
AN
Final programme GB,AN,RB
Delivering workshop AN
D6
Materials as e-learning on
website
ES,AN,RB
Write chapter for technical and
financial report
GB
2014 SHE summer school 23-27 June
2014
Decide on date and location
GB,VS,LO
Project plan GB,VS,LO
First announcement GB,VS,LO
Agreement on guest lectures GB,VS,LO
Leaflet GB,VS,LO
Draft programme GB,VS,LO
Final programme GB,VS,LO
Participants list LL,LO
Deliver summer School GB,VS,LO
Assessment by the participants LO
81
D6
Training materials available on
SHE website as e-learning modules
GB,AN
Report summer school included in
technical and financial report
GB,VS
Three consultancy/ advocacy visits
Consultancy/ advocacy visit Latvia
20-21 February 2014
GB
Consultancy/ advocacy visit Latvia
6 October 2014
GB
Consultancy/ advocacy visit Italy
22-23 October 2014
GB
Write chapter for technical and
financial report
GB
82
January February March April May June July August September October November December
3
Advocacy on school health
promotion
Who?
l ll III l ll III l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll
Dissemination plan RB,SR,ES
D2 Leaflet SHE 2014 RB,SR,ES
Piloting and four translations online
school manual
GB,ES
Put manual online ES
Four translations GB,ES
Project plan ES, GB
Recruit schools and regional
support persons
ES, GB
Develop questionnaires GB,ES,SS
Have questionnaires translated GB,ES,SS
Field study online manual GB,ES,SS
Compile / analyze data GB,ES,SS
Field study report GB,ES,SS
D8
Development innovative practice
book
GB,LL
Editing board GB,LL 20 15 23
Draft format case study
description
GB
28
Send out request to authors, ISBN
number
GB
31
Deadline for submitting more
detailed case study description
GB,AN
15
Select 1 case study as pilot review
to Editing group
GB
19
Final editing case studies, send
comments to authors
GB,AN
20
Final texts to editors GB,AN 4
Final editing CBO; texts ready for
lay out
GB,AN
18
Layout GB,AN 8
Printing GB,AN 31
Dissemination GB,SR,LL
83
D5
Develop factsheet 3 on sustainable
networking for hps
GB
Decide on subject GB,PC
Synopsis IY,GB 1
Presentation in SHE PC meeting GB 27
Writing, draft final tekst GB,IY 30
Presentation and discussion in
SHE Assembly
GB
9
Final tekst GB,IY 31
Layout GB
Printing GB
Dissemination GB,SR
D7 Development promotional video
RZ,GB,SR,RB
Find schools in Netherlands and
Europe
GB,RB
Visit school Netherlands and plan
recording days
RZ,RB
Assembling instruction clip RZ
Students in Europe film their
schools
GB,RB
Editing and production
animations
RZ
Draft film RZ
Finishing and subtitles RZ
Final film ready RZ
Instruction student involvement
on website
RB,RZ
84
4 Supporting research on shp Who? l ll III l ll III l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll l ll lll
SHE research group meeting including
writing workshop
Organise a SHE Research Group
meeting
GB,VS
26/27
Organise writing work shop
GB,VS
26/27
Book Schools for health and
sustainability
VS
Conference programme for
network 8 ECER
VS
Write chapter for technical and
financial report
GB,VS
Listoffigures:
Figure 1: Organisational chart of SHE network structure (SHE 2013-2016 Strategic Plan) .................................. 12
Figure 2: Number of visits on the SHE website per country (top 15 visiting countries) ......................................... 18
Figure 3: Member’s ratings of the SHE website (9 respondents). ......................................................................... 19
Figure 4: Participants’ assessment of the SHE website’s ergonomics (19 respondents). ...................................... 19
Figure 5: Participants’ assessment of the quality and quantity of information available on the SHE website. 19
respondents ........................................................................................................................................................... 20
Figure 6: Participants’ ratings of the SHE helpdesk (9 respondents) ..................................................................... 21
Figure 7: Activity of members on SHE social media (9 respondents). ................................................................... 22
Figure 8: Use of SHE social media by members (9 respondents) ........................................................................... 23
Figure 9: Member’s assessment of the SHE use of social media (19 respondents). .............................................. 23
Figure 10: Participants’ assessment of the usefulness of SHE Assembly in regards objective a ........................... 27
Figure 11: Participants’ assessment of the usefulness of SHE Assembly in regards objective b ........................... 27
Figure 12: Participants’ assessment of the usefulness of SHE Assembly in regards objective c ............................ 28
Figure 13: Participants’ assessment of the usefulness of SHE Assembly in regards objective d ........................... 28
Figure 14: Participants’ assessment of the usefulness of SHE Assembly in regards objective e ........................... 29
Figure 15: Participant assessment of the usefulness of the SHE Assembly according objective f ......................... 30
Figure 16: Overall vision of usefulness of SHE Assembly in regards SHE Strategic Plan Objectives (19
respondents). ........................................................................................................................................................ 31
Figure 17: Participant ratings of the SHE Summer School courses (13 respondents). ........................................... 34
Figure 18: Awareness of SHE deliverables (9 respondents). .................................................................................. 42
Figure 19: Participant assessment of the clarity of the information in the health education communication
materials (9 respondents). .................................................................................................................................... 42
Figure 20: Participant assessment of the impact of the SHE activities on advocacy in terms of school health
promotion (9 respondents). .................................................................................................................................. 43
Figure 21: Members’ assessments of the SHE general brochure 2014 (9 respondents). ...................................... 46
Figure 22: usefulness of the Odense Statement according to the member ( 9 respondents). .............................. 46
Figure 23: Intention to use the Odense Statement (9 respondents). .................................................................... 47
Figure 24: list of most useful SHE activities according to Research Group members (9respondents). .................. 50
Figure 25: Members’ assessment of the impact of the SHE Network activities on their networking as researchers
(9 respondents).. ................................................................................................................................................... 50
Figure 26: Participants’ assessment of the usefulness of social media in their research (9 respondents). ........... 51
Figure 27: Participant assessment of the role of the SHE Research Group on advocacy in terms of school health
promotion (9 participants). ................................................................................................................................... 52
Listoftables
Table 1: Comments on capacity building by the members. __________________________________________ 31
Table 2: Expectations of SHE Summer School participants __________________________________________ 32
Table 3: Assessment of the SHE Summer School in regards expectations _______________________________ 33
Table 4: Assessment of the quality of the SHE Summer School by participants __________________________ 34
Table 5: Assessment of the lectures by participants ________________________________________________ 34
Table 6: Assessment of the course material by participants _________________________________________ 35
Table 7: Requests for presentations and course material by participants _______________________________ 35
Table 8: Comments about exchange and networking during the summer school ________________________ 35
Table 9: Comments on use of knowledge acquired during the summer school __________________________ 36
Table 10: Suggestions for the future ____________________________________________________________ 36
Table 11: Assessment of the organisation of the summer school _____________________________________ 37
Table 12: Assessment of the content of the summer school _________________________________________ 37
Table 13: Assessment of the social and network aspects of the summer school _________________________ 37
Table 14: Suggestions for future development of the SHE Summer School ______________________________ 38
Table 15: Comments on intention to use the manual ______________________________________________ 39
Table 16: Suggestions for future development of the manual ________________________________________ 40
Table 17: Usefulness of the practice book in practice ______________________________________________ 44
Table 18: Assessment of support of SHE Network activities to research ________________________________ 49
Table 19: Assessment of professional development by SHE Research Group Members via SHE activities______ 49
Table 20: Comment linked to top 3 SHE most useful activities _______________________________________ 50
Table 21: Comments on exchanging and socializing _______________________________________________ 53
Table 22: Comments on promoting factors ______________________________________________________ 53
Table 23: Comments on contribution to the SHE Research group _____________________________________ 55