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Health Promotion International Advance Access originally published online on April 7, 2006
Health Promotion International 2006 21(2):113-120; doi:10.1093/heapro/dal008
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The Author (2006). Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Teachers' perceptions of health education practice in Northern Ireland: reported differences between policy and non-policy holding schools

Gary Adamson1, Gerry Mcaleavy2, Tony Donegan3 and Mark Shevlin1

1 School of Psychology, University of Ulster Northland Road, Londonderry, County Londonderry, Northern Ireland 2 School of Education, University of Ulster Northland Road, Londonderry, County Londonderry, Northern Ireland 3 School of Computing and Mathematics, University of Ulster Northland Road, Londonderry, County Londonderry, Northern Ireland

Address for correspondence: Dr Gary Adamson, School of Psychology Faculty of Life and Health Sciences, Magee Campus, University of Ulster Northland Road, Londonderry County Londonderry Northern, Ireland, BT48 7JL E-mail: G.Adamson{at}ulster.ac.uk

It is generally accepted that schools should devote resources to developing and disseminating a health education policy, yet there is little empirical evidence to establish the value of policy in this context. This study examined teachers' perceptions of health education practice in policy and non-policy holding schools. A questionnaire measuring aspects of health education practice was issued to a random sample of schools. This consisted of 276 primary and 119 post-primary schools. In this cross-sectional study, significant differences in teachers' evaluations were found between policy and non-policy holding schools. It was evident that the presence of a health education policy was associated with higher ratings of health education practice. This evidence suggests that policy has intrinsic value in terms of health education practice. The development and dissemination of policy documents were also examined to assess the workload involved.

Key words: schools; health education; policy; practice


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