Article explores lessons learnt from WDF school-based health projects
With the right approach, schools in the developing world can help children form healthy habits that last a lifetime, journal reports.
24 February 2015 Gwendolyn Carleton
Schools can play an important role in establishing healthy habits in children. But doing so requires a ‘whole-school’ approach: participatory activities that engage children in making individual behavioural changes, areas suitable for physical activity and a supply of healthy food options are all important elements for success.
These are among the key findings of a study conducted by Mette Skar, Emilie Kirstein and Anil Kapur of the World Diabetes Foundation. The study’s conclusions are summarised in the article ‘Lessons learnt from school-based health promotion projects in low- and middle-income countries’, published this month in the journal.
Child: care, health and development.
The qualitative study covered 17 WDF-supported, school-based projects across Africa, North America and the Caribbean, South and Central America, South East Asia, and the Western Pacific.
Innovation – and barriers to success
Little research has been done on health promotion in schools in low and middle-income countries, which is why the WDF decided to conduct a review of its programmes, Mette Skar says. The research included an online questionnaire, phone interviews and field visits to three projects in India.
“The article is a summary of lessons learned from all the WDF’s health promotion projects in schools since 2002,” she explains. “Health promotion in schools is very important, because lifestyle is connected to habits formed in childhood and adolescence. If we target children, we have a chance to prevent diabetes and other NCDs. It’s easier to change habits and promote healthy lifestyle as early as possible.”
The study confirmed that many innovative approaches to promoting healthy living are going on in schools in the developing world.
“Lectures supplemented with activities such as school gardens, role plays, quizzes, sports tournaments were most effective – which research on health in schools from developed countries has also found,” Mette Skar says.
The study also identified some common barriers. Persuading teachers and parents focused on academics to prioritise physical activity could be difficult. And some schools lacked the space for physical activities, or a supply of affordable, healthy food.
“That was a key finding – attention to the physical environment is very important,” Mette Skar says, and adds:
“I hope that others planning on conducting school health promotion in low- and middle-income countries can learn from these experiences, and take them forward.”
For more information: