Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools – a survey of current practice.

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Factors facilitating and constraining the delivery of effective teacher training to promote health and well-being in schools – a survey of current practice and systematic review Tackling Population Health Challenges Population Health USRG Summer Conference th June 2014 Dr Jonathan Shepherd

Research team Dr Jonathan Shepherd 1 Dr Karen Pickett 1 Ms Sue Dewhirst 2 Professor Paul Roderick 2 Dr Marcus Grace 3 Dr Jenny Byrne 3 Dr Viv Speller 2 Dr Palo Almond 4 Dr Debbie Hartwell 1 1 Southampton Health Technology Assessments Centre (SHTAC), University of Southampton 2 Primary Care and Population Sciences, University of Southampton 3 Southampton Education School, University of Southampton 4 Anglia Ruskin University

Question for you: how do you think teachers can best be trained to promote health in schools?

Rationale for this research ► Teachers key part of the ‘wider public health workforce’ ► PSHE education ► Survey of ITT providers in SE England : variable health coverage ► Policy changes in education and health ► PGCE curriculum innovations in Southampton* ► *See next presentation: Jenny Byrne and Sue Dewhirst

Research questions 1. In what ways does teacher training prepare teachers to promote health and well-being in schools? 2. What are the barriers to, and facilitators of, effective training and delivery?

Overview of study Research questions (x 3) Questionnaire survey ITT providers (May – Oct 2011) Systematic review stage 1 – evidence map (April 2011– May 2012) Interviews with questionnaire respondents (Dec 2011– Jul 2012) Systematic review stage 2 – synthesis (Jun – Aug 2012) Conclusions, recommendations, dissemination

Survey of teacher training providers

Online questionnaire ► Sampling frame: 208 ITT providers in England listed in the TDA website ► 74 Higher Education Institutions (HEIs) ► 77 Employment-Based Initial Teacher Training providers (EBITTS) ► 57 School-centred Initial Teacher Training providers (SCITTs) ► Sample from each of the 9 Government regions in England ► Random 50% HEIs ► Random 50% EBITTs ► All SCITTs (fewer of them) ► Response rate 74/220 (34%)

Interviews ► Questionnaire respondents consenting to be contacted for possible interview = 30/74 (41%) ► Purposively sampled 25 course managers based on coverage of health and well-being in courses. ► Mainly ITT providers doing interesting health work, but also sampled ITT providers doing less on health ► How ‘important’ ITT providers considered health to be ► Range of training providers, course types and regions. ► 18 interviews (total of 19 course managers)

Survey findings ► Strong support for health and well-being in ITT ► Topics commonly covered: ► Every Child Matters ► child protection ► Social Emotional Aspects of Learning (SEAL) / emotional health ► Less commonly covered: ► Sex and relationships education ► drugs ► alcohol ► smoking

Survey findings

► Health commonly covered in professional studies, science, PE. But also, English, humanities, & cross- curricula links ► Multiple methods were common e.g. combination of lectures, seminars, presentations, electronic resources ► Broad definition of health and well-being ► Holistic view of health and education ► Inter-agency and inter-sector working viewed positively

Survey findings ► Practice-based (school) teaching experience around health ► Context dependent; not closely monitored ► Variable, school-driven ► Acknowledgement that health not always effectively covered ► Innovative approaches described ► Barriers and facilitators

Survey findings: barriers and facilitators Barriers and facilitators Personal & organisational values, interests & background Competing priorities Integration of education & health Access to expertise & knowledge How initial teacher training is organised Communication & relationships

BarriersFacilitators Integration in government policy Archiving of Every Child Matters (ECM) ECM was a facilitator, and raised educational personnel's awareness of health issues and promoted a holistic approach Inter-agency/departmental working Lack of inter-departmental collaboration at ITT provider Inter-agency and inter-disciplinary working Integration of education & health

“ We’re running that inter-agency day again this year … the evaluation from the students [trainee teachers], when we did run it compared to the years when we hadn’t, they felt much better prepared for working with people … from other services.” (HEI 30)

Research questions revisited 1. In what ways does teacher training prepare teachers to promote health and well-being in schools? Strong support for health; holistic view of the child; but variation in content, format and methods 2. What are the barriers to, and facilitators of, effective training and delivery? e.g. Access to expertise & knowledge; competing priorities; integration of education & health

Question for you: how do you think teachers can best be trained to promote health in schools?

Thank you! Thank you! This project was funded by the National Institute for Health Research (NIHR) Public Health Research (NIHR PHR) Programme (project number 09/3005/12). The views and opinions expressed therein are those of the authors and do not necessarily reflect those of the NIHR PHR Programme or the Department of Health.