Abstract：
The context in which school-based health-promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation.
Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood.
Factor loadings supported the content of the school culture measures and Cronbach\'s alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased.
Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement.
The measures developed herein can be used to investigate school culture and interventions for health equity.
Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood.
Factor loadings supported the content of the school culture measures and Cronbach\'s alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased.
Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement.
The measures developed herein can be used to investigate school culture and interventions for health equity.
摘要：
背景：实施以学校为基础的健康促进干预措施的背景是这些干预措施的实施和成功的关键。然而,关于学校文化是否因学校匮乏而有所不同，人们知之甚少。
方法：使用来自PromeSS的数据，一项对魁北克161所小学的横断面研究，加拿大,我们借鉴了健康促进学校理论框架，制定了四个促进健康学校文化的措施(即，学校物理环境，学校/教师对学生健康的承诺，家长/社区参与学校，校长领导的便捷性)使用探索性因素分析。使用带有事后Tukey-Kramer分析的单向方差分析来检查每种措施与学校附近的社会和物质匮乏之间的关联。
结果：因子载荷支持学校文化措施的内容，Cronbach的alpha表示良好的可靠性（范围：0.68-0.77）。随着学校社区社会贫困的增加，学校/教师对学生健康的承诺和家长/社区对学校的参与得分均下降。
UNASSIGNED：在社会贫困社区的学校中实施促进健康的干预措施可能需要采取适当的策略来应对与员工承诺以及父母和社区参与有关的挑战。
结论：本文制定的措施可用于调查学校文化和健康公平干预措施。
方法：使用来自PromeSS的数据，一项对魁北克161所小学的横断面研究，加拿大,我们借鉴了健康促进学校理论框架，制定了四个促进健康学校文化的措施(即，学校物理环境，学校/教师对学生健康的承诺，家长/社区参与学校，校长领导的便捷性)使用探索性因素分析。使用带有事后Tukey-Kramer分析的单向方差分析来检查每种措施与学校附近的社会和物质匮乏之间的关联。
结果：因子载荷支持学校文化措施的内容，Cronbach的alpha表示良好的可靠性（范围：0.68-0.77）。随着学校社区社会贫困的增加，学校/教师对学生健康的承诺和家长/社区对学校的参与得分均下降。
UNASSIGNED：在社会贫困社区的学校中实施促进健康的干预措施可能需要采取适当的策略来应对与员工承诺以及父母和社区参与有关的挑战。
结论：本文制定的措施可用于调查学校文化和健康公平干预措施。
