Abstract：
BACKGROUND: This study aimed to explore the impact of the COVID-19 pandemic on capacity building for health promotion in primary schools from the perspectives of primary school teachers.
METHODS: A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2 years after restrictions eased were explored via closed- and open-ended questions.
RESULTS: Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11-20 years post-qualification, and a quarter (25.2%, n124) had over 30 years\' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6 ± 2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p = 0.31), socioeconomic designation (p = 0.27) or years post-qualification (p = 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p < 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022.
CONCLUSIONS: Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.
METHODS: A cross-sectional observational study was conducted via an anonymous online survey between February and May 2022. Three-quarters (n2460) of all schools in the Republic of Ireland were invited to participate. Demographics such as gender, teaching experience, school type and delivering equality of opportunity in schools (DEIS) designation were collected. Perceived capacity for health promotion was measured on a 10-point Likert scale. Facilitators and barriers related to health promotion and aspects of child health prioritised for health promotion in the 2 years after restrictions eased were explored via closed- and open-ended questions.
RESULTS: Of the 595 responses, 493 were eligible for analysis. Participants were based in schools in every county in the Republic of Ireland, with most (85.4%, n421) being female. Almost a third (30.5%, n150) were 11-20 years post-qualification, and a quarter (25.2%, n124) had over 30 years\' teaching experience. Mean capacity for school-based health promotion pre-pandemic was moderate, at 6.6 ± 2.2 on a 10-point scale. Mean capacity in spring 2022 decreased significantly (p < 0.001) to 4.1 ± 2.4, indicating poor capacity. Capacity ratings did not significantly differ by school type (p = 0.31), socioeconomic designation (p = 0.27) or years post-qualification (p = 0.08). Capacity decrements were most frequently (49.7%, n245) attributed to organisational factors, while individual and community-level factors were cited by 27.6% (n136) and 21.5% (n106) of respondents, respectively. Healthy eating significantly (p < 0.001) decreased as a priority for health promotion between pre-pandemic times (76.3%, n376) and spring 2022 (23.1%, n114). Mental health significantly (p < 0.01) increased as a priority, being listed by 38.1% (n188) as a priority pre-pandemic and doubling to 72.6% (n358) in spring 2022.
CONCLUSIONS: Fostering a holistic approach to health promotion in schools remains a challenge. Further efforts are needed to support schools to implement sustainable and balanced systems of health promotion.
摘要：
背景：本研究旨在从小学教师的角度探讨COVID-19大流行对小学健康促进能力建设的影响。
方法：在2022年2月至5月之间通过匿名在线调查进行了一项横断面观察性研究。爱尔兰共和国所有学校的四分之三（n2460）被邀请参加。人口统计学，如性别，教学经验,收集了学校类型和提供学校机会均等(DEIS)的名称。以10点Likert量表测量了感知的健康促进能力。通过封闭式和开放式问题探讨了与健康促进有关的促进者和障碍以及在放宽限制后的2年内优先考虑的儿童健康方面。
结果：在595个回答中，493人符合分析条件。参与者在爱尔兰共和国每个县的学校工作，与大多数（85.4%，n421）是女性。几乎三分之一（30.5%，N150)是资格后11-20年，和四分之一(25.2%，n124)有30多年的教学经验。大流行前学校健康促进的平均能力中等，在10分制上为6.6±2.2。2022年春季的平均容量显着下降（p<0.001）至4.1±2.4，表明容量差。不同学校类型的能力等级没有显著差异(p=0.31)，社会经济称号(p=0.27)或资格后年限(p=0.08)。容量递减最常见(49.7%，N245)归因于组织因素，虽然27.6%(n136)和21.5%(n106)的受访者引用了个人和社区层面的因素，分别。在大流行前之间，健康饮食作为健康促进的优先事项显着下降（p<0.001）（76.3％，N376）和2022年春季（23.1%，N114).心理健康显著(p<0.01)增加，将38.1%（n188）列为大流行前的优先事项，并在2022年春季翻了一番，达到72.6%（n358）。
结论：在学校中培养一种全面的健康促进方法仍然是一个挑战。需要进一步努力支持学校实施可持续和平衡的健康促进系统。
方法：在2022年2月至5月之间通过匿名在线调查进行了一项横断面观察性研究。爱尔兰共和国所有学校的四分之三（n2460）被邀请参加。人口统计学，如性别，教学经验,收集了学校类型和提供学校机会均等(DEIS)的名称。以10点Likert量表测量了感知的健康促进能力。通过封闭式和开放式问题探讨了与健康促进有关的促进者和障碍以及在放宽限制后的2年内优先考虑的儿童健康方面。
结果：在595个回答中，493人符合分析条件。参与者在爱尔兰共和国每个县的学校工作，与大多数（85.4%，n421）是女性。几乎三分之一（30.5%，N150)是资格后11-20年，和四分之一(25.2%，n124)有30多年的教学经验。大流行前学校健康促进的平均能力中等，在10分制上为6.6±2.2。2022年春季的平均容量显着下降（p<0.001）至4.1±2.4，表明容量差。不同学校类型的能力等级没有显著差异(p=0.31)，社会经济称号(p=0.27)或资格后年限(p=0.08)。容量递减最常见(49.7%，N245)归因于组织因素，虽然27.6%(n136)和21.5%(n106)的受访者引用了个人和社区层面的因素，分别。在大流行前之间，健康饮食作为健康促进的优先事项显着下降（p<0.001）（76.3％，N376）和2022年春季（23.1%，N114).心理健康显著(p<0.01)增加，将38.1%（n188）列为大流行前的优先事项，并在2022年春季翻了一番，达到72.6%（n358）。
结论：在学校中培养一种全面的健康促进方法仍然是一个挑战。需要进一步努力支持学校实施可持续和平衡的健康促进系统。
