PUB - Publikationen an der Universität Bielefeld

Background Health literacy of schoolchildren has been recognized as an important target for school health promotion. Yet, the environmental and organizational health literacy (OHL) capacities of the school setting has not been addressed so far. The aim of this project is to adapt the “health literate organization-approach” to school settings, including a self-assessment tool to measure the OHL capacity of schools. In terms of sustainability, intersections and links with the health promoting school will be explored. Methods The adaption work is carried out by a cooperative and intersectoral approach including different experts from the school setting, the education sector (teachers, principals), and health experts in various circulating phases of commenting, revision and feedback. We jointly developed attributes and indicators of the health literate school, see fit to integrate the concept into the health promoting school framework and consider gender and diversity aspects critical to health literacy. To assess the degree of OHL, school principals will fill out a survey based on a self-assessment tool. Results The health literate school concept comprises of eight dimensions, addressing aspects of OHL development including the organisational level (policies and structures enabling health literacy development), the personal level (promoting student health literacy and in school staff), the classroom and education level (materials and principles for classroom learning) as well as networking and cooperating with relevant actors (parents). The assessment of OHL is currently being prepared. Conclusions This is the first-time adaption of the OHL concept to schools in Germany, including its assessment. The health literate school shares various intersections with the health promoting school framework, which is partly being implemented in Germany. This systems approach will facilitate both the uptake and promotion of health literacy in students, teachers, and principals.