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New SHTAC report on effective teacher training to promote health and well-being in schools

Published: 5 September 2013
Promoting health in schools

A report of a survey and systematic review on teacher training to promote health and well-being in schools is now available.

The report ‘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' is one of the first to be published in the Public Health Research monograph series, part of the new open access NIHR Journals Library.

Teachers play an increasingly important role in promoting the health and well-being of children and young people. For example, personal social, health and economic education (PSHE) is taught in schools to equip children and young people with the knowledge and skills to deal with a range issues they face as they grow up. However, there is a lack of up to date research on how teachers acquire the knowledge and skills to be successful in this role. This project, funded by the NIHR Public Health Research Programme, investigated the most effective ways in which teachers, both trainees and qualified, can be trained and supported to promote health and well-being in schools.

The study found that, amongst those initial teacher training course managers surveyed, there appears to be general support for health and well-being in initial teacher training but that further research on the longer-term impact of initial teacher training around health and well‐being is needed, particularly in the early career period.

The project was a collaboration between SHTAC, the Department of Primary Care and Population Sciences, Southampton Education School, and the Faculty of Health, Social Care and Education at Anglia Ruskin University.

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