Becoming a health promoting school: evaluating the process of effective implementation in Scotland

TLDR

Health Promoting School initiatives are increasingly evaluated for lasting, far‑reaching impact, yet the field still assumes immediate individual change and has identified four cross‑school themes of relevance. The study argues that early identification of process‑related success markers is needed to support schools and teachers, challenging the assumption of immediate individual change. The authors drew their indicators from a process evaluation of a European Network of HPSs Project in Scotland. The evaluation found that schools successfully adopted HPS principles under specific conditions, and that these process indicators should be recognized as outcomes to advance beyond early implementation stages.

Abstract

Increasingly, researchers are exploring alternative ways of assessing the impact of 'Health Promoting School' (HPS) initiatives, in recognition of the model's emphasis on achieving change that is both enduring and far-reaching. However, it is still assumed that initiatives will lead to immediate change at the individual level. This paper challenges that view and argues that potential markers of success associated with process need to be identified earlier as a means of supporting schools and teachers. Notwithstanding differences in the way the HPS is conceptualized and implemented, four themes are highlighted that have relevance beyond any one school or country. These were drawn from a process evaluation of a European Network of HPSs Project in Scotland. They highlight the ways in which schools were able to successfully adopt HPS principles and the conditions that need to be in place for the HPS concept to flourish. Such indicators need to be given greater recognition as HPS outcomes if schools are to progress beyond the early stages of project implementation.