The role of school-based health education in adolescent spiritual moral, social and cultural development

Chester, KL; Klemera, E; Magnusson, J; Spencer, NH; Brooks, FM

The role of school-based health education in adolescent spiritual moral, social and cultural development

Chester, KL Klemera, E Magnusson, J Spencer, NH Brooks, FM

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Publication Type:: Journal Article
Citation:: Health Education Journal, 2019, 78 (5), pp. 582 - 594
Issue Date:: 2019-08-01

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Field	Value	Language
dc.contributor.author	Chester, KL	en_US
dc.contributor.author	Klemera, E	en_US
dc.contributor.author	Magnusson, J	en_US
dc.contributor.author	Spencer, NH	en_US
dc.contributor.author	Brooks, FM https://orcid.org/0000-0001-8975-325X	en_US
dc.date.issued	2019-08-01	en_US
dc.identifier.citation	Health Education Journal, 2019, 78 (5), pp. 582 - 594	en_US
dc.identifier.issn	0017-8969	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138536
dc.description.abstract	© The Author(s) 2019. Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.	en_US
dc.relation.ispartof	Health Education Journal	en_US
dc.relation.isbasedon	10.1177/0017896919832341	en_US
dc.subject.classification	Public Health	en_US
dc.title	The role of school-based health education in adolescent spiritual moral, social and cultural development	en_US
dc.type	Journal Article
utslib.citation.volume	5	en_US
utslib.citation.volume	78	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access
pubs.issue	5	en_US
pubs.publication-status	Published	en_US
pubs.volume	78	en_US

Abstract:

© The Author(s) 2019. Background: The broad nature of young people’s development is internationally acknowledged, which includes physical, mental, spiritual, moral and social elements. In England, schools have a legal obligation to promote spiritual, moral, social and cultural (SMSC) development. It has been suggested that personal, social, health and economic (PSHE) education, a broad form of school-based health education, may contribute to building SMSC development in young people. Objective: To examine the association between PSHE education in schools and outcomes of an SMSC nature. Method: The study drew on data collected as part of the 2014 World Health Organization Health Behaviour in School-aged Children (HBSC) study for England. Data were collected from young people aged 11, 13 and 15 years, using anonymous self-completed surveys administered during school lessons. The analysis drew on responses from 3,731 young people. Multilevel modelling was used to examine the association between PSHE education and variables of an SMSC nature, while controlling for demographic variables. Results: Overall, the majority of young people who reported receiving PSHE education were positive about the benefits of this school-based health education. Positive perceptions of PSHE education were significantly associated with increased spirituality among young people, reduced engagement in both fighting and bullying perpetration and increased general self-efficacy. Conclusion: This paper highlights the important role that health education in a school context may have for young people’s broader development, and contributes to the national evidence base advocating for compulsory PSHE education in schools.

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http://hdl.handle.net/10453/138536