08 SES 10, Educational Perspectives on Health Literacy and Action Competence
Adolescence is an important period of time to laid the foundation for health literacy, health behaviour, and health and well-being in general (Paakkari et al., 2016a). During those years the children get ever greater autonomy in respect taking caring of their health, and in general, independence of decision-making increases (Ghanbari et al., 2016). Health inequalities of adult population can be partly explained with health behaviours adopted in adolescence and with early life circumstances (Inchley et al., 2016, 5).
Education has been clearly linked to health and its determinants (UNESCO, 2016, p. 7). Recently published report of UNESCO (2016) highlight that skills-based education is needed to raise awareness about various health topics such as risks of substance use as well as to support the development of competencies relevant for promoting one’s health (i.e. health literacy). School comprises a valuable setting for supporting the development of such competencies, since the school reaches most of the population within a certain age demographic.
Good health literacy has been related to various positive health outcomes such as less risk-taking (DeWalt & Hink, 2009; Sanders et al., 2009), having more health-related knowledge (DeWalt & Hink, 2009) and healthy behaviours, like non-smoking (Berkman et al., 2004; DeWalt & Hink, 2009; Sanders et al., 2009). However, these arguments are based on the research mainly done about functional health literacy, that is, a skills of reading, writing and numeracy (Parker et al., 1995). There is a clear call for the research that examines adolescents’ broader notion of health literacy. One of the few of such studies is that of Paakkari et al. (2016b). They found out that approximately every third adolescents reported high perceived health literacy, and one tenth reported low health literacy. Boys’ health literacy level was lower than girls’, as well as 7th graders than 9th graders. Also, the health literacy was better among pupils’ from high affluent families, who succeeded well at school and who planned to continue to upper secondary education instead of for example vocational training.
Though school’s role in developing health literacy has been recognized, the research examining the link between teacher’s practices and pupils health literacy is rare. The aim of this research is to study how school-related factors, and more specifically teacher academic support, are related to subjective health literacy among Finnish 13- and 15- years-old pupils with different kind of background factors (age, gender, FAS, educational aspiration, learning difficulties and school achievement).
Berkman, N. D., DeWalt, D. A., Pignone, M. P., Sheridan, S. L., Lohr, K. N., Lux, L., ... & Bonito, A. J. (2004). Literacy and health outcomes. Evidence report/technology assessment, 87, 1-8. DeWalt, D. A., & Hink, A. (2009). Health literacy and child health outcomes: a systematic review of the literature. Pediatrics, 124(Supplement 3), S265-S274. Ghanbari, S., Ramezankhani, A., Montazeri, A., & Mehrabi, Y. (2016). Health Literacy Measure for Adolescents (HELMA): Development and Psychometric Properties. PloS one, 11(2), e0149202. Inchley J, Currie D, Young T, Samdal O, Torsheim T, Augustson L, Mathison F, Aleman-Diaz A, Molcho M, Weber M and Barnekow V. (eds) (2016). Growing up unequal: gender and socioeconomic differences in young people's health and well-being. Health Policy For Children and Adolescents, no 7, 2016. Copenhagen: World Health Organization. Paakkari, O., Torppa, M., Kannas, L., & Paakkari, L. (2016a). Subjective health literacy: Development of a brief instrument for school-aged children. Scandinavian Journal of Public Health, 44(8), 751-757. Paakkari O, Torppa M, Kannas L and Paakkari L. (2016b). Subjective health literacy among school-aged children and its associations with school achievement, learning difficulties, educational aspirations, and family affluence (submitted) Parker, R. M., Baker, D. W., Williams, M. V., & Nurss, J. R. (1995). The test of functional health literacy in adults. Journal of general internal medicine, 10(10), 537-541. Sanders, L. M., Federico, S., Klass, P., Abrams, M. A., & Dreyer, B. (2009). Literacy and child health: a systematic review. Archives of pediatrics & adolescent medicine, 163(2), 131-140. Torsheim, T., Cavallo, F., Levin, K.A., Schnohr, C., Mazur, J., Niclasen, B., & Currie, C. (2015). Psychometric validation of the revised family affluence scale: a latent variable approach. Child Indicators Resesearch, 9, 771—784. UNESCO, 2016. UNESCO strategy on education for health and well-being: contributing to the Sustainable Development Goals. Paris.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.