Understanding the global and local evidence on the process of student engagement in Health Promoting Schools

Abstract

Health Promoting Schools (HPS) is a whole-school approach that facilitates environments for student health and learning. Despite evidence supporting outcomes of student engagement, a key component of HPS, little is known regarding process factors that lead to these benefits. In Nova Scotia, Canada, UpLift (2019 – 2024), a school-community-university partnership was formed to catalyze HPS, with a focus on student engagement. To amplify student engagement, Youth Engagement Coordinators (YECs) were hired, and Student Action Grants were established. The aim of this dissertation was to understand the process of student engagement in HPS at the global and local level. First, a scoping review was conducted to globally map and characterize the process of student engagement in HPS. Of the 50 sources analyzed, process factors related to participatory mechanisms for engagement included reflection and visioning, co-determining priorities and action-oriented learning. Second, a co-design approach using a transformative lens was employed to understand perspectives from students (n = 9, grades 7 - 11) and YECs (n = 6) involved in UpLift. This involved two co-design workshops where participants worked with the research team to gather, analyze, and interpret the data. Methods with students involved the draw, write and tell method, and a participatory focus group. Methods with YECs included a focus group, participatory mapping and a theming exercise. Following the workshops, reflexive thematic analysis was employed, and member reflection was conducted. Findings from the student group outlined the significance of strategies to build motivation for action, a collaborative space for youth, and adult facilitation practices. Findings from the YECs emphasized the importance of reflexivity, school culture, connections with school members, expansion on the concept of health and equitable environments for youth voice.

This dissertation provides global and contextual considerations specific to Nova Scotia on the process for student engagement in HPS. Findings highlight factors across the process spectrum, from foundational considerations including adult positioning and school culture, to more specific implementation strategies related to collaborative decision-making. Findings highlight the relationship between student health promotion competencies and youth agency. These findings will directly build the knowledge base and contribute to local student engagement efforts in HPS.