Purpose How allied health educators experience teaching social justice is unknown. This scoping review fills this gap in the literature to guide improvements in allied health education that support development of socially just practitioners. Design/methodology/approach A scoping review was conducted to explore allied health educators' perspectives and experiences of teaching social justice in tertiary institutions. Thematic analysis was used to inductively synthesise educator perspectives and experiences reported in the included articles. Findings Thirteen studies were included, representing physiotherapy, pharmacy, occupational therapy, radiology, speech pathology and optometry professions. Incorporation of social justice content relied on individual educators' passion, experience or interest with social justice issues, and most educators felt they did not have interest, confidence or capacity to teach social justice. Educators thought that their proposed approaches to teaching and assessing social justice competency did not align with current best-practice teaching approaches and wanted more guidance and support around how incorporate social justice content into allied health curricula. Practical implications Lack of guidance around how to effectively teach and assess social justice in tertiary education is a key barrier to effective social justice teaching in allied health education. As such, there is a need to develop clear guidelines, objectives, performance indicators and frameworks to guide social justice teaching for allied health students. Originality/value This work provides critical insight into the current state of social justice teaching in allied health degrees, highlighting the need for further research and intervention in this space to support the development of socially just allied health professionals.
Purpose Breakfast consumption after a night of fasting is crucial for maintaining and improving health, especially during early growth years such as childhood. Therefore, this study was conducted to determine the impact of an educational intervention based on Social Cognitive Theory (SCT) on breakfast consumption among elementary school students in Nishapur city, Iran. Design/methodology/approach This research was a semi-experimental study conducted among 260 elementary school students (130 in the test and 130 in the control group). The measurement tools included a demographic information questionnaire, a researcher-made questionnaire based on SCT and a breakfast consumption assessment questionnaire. The educational intervention focused on the constructs of SCT and was delivered by the researcher over seven educational sessions within the school environment. The software used for data analysis was SPSS. Findings The findings of current investigation showed the positive impact of the intervention based on SCT on improving the dietary behaviors of students. The results indicated that immediately after the intervention and during follow-up, a significant difference was found in the mean scores of awareness, outcome expectancy, self-efficacy, observational learning and social support between the two groups. Originality/value These findings emphasize that using SCT, with a focus on individual factors, social factors and environmental factors, can be effective in designing and implementing educational programs. Implementing interventions based on these elements can not only help improve breakfast consumption but can also positively influence the overall dietary habits of students.
Purpose A systematic approach to conducting process evaluations is essential for understanding the implementation of health interventions and their mechanisms of impact. This study aims to describe the process evaluation of a school-based, social-marketing-principles-utilising sexual health intervention targeting adolescents aged 13–14 in Finland. The content and delivery methods of the intervention, along with adolescents' engagement, learning, and functionality, were evaluated. Design/methodology/approach The Medical Research Council (MRC) framework for evaluation was utilised. Data were collected from adolescent questionnaires (n = 252) and teacher interviews (n = 6). Direct feedback, the researcher's observations, and relevant statistics were also gathered. Quantitative data were analysed using descriptive statistics, while qualitative data were examined using inductive content analysis. Findings The results indicated that the intervention was implemented consistently. Adolescents' satisfaction was predominantly good or very good. Nearly 60% of adolescents reported feeling engaged during intervention visits, and approximately one-third reported gaining new insights about sexuality. Adolescents particularly valued their active participation and opportunities for sexual communication, expressing a desire to learn more about sexual activity, dating, expressing sexual emotions, and sexual diversity. Teachers regarded the components of sexual communication and emotions as the most successful aspects of the intervention. Originality/value Process evaluations in adolescent sexual health promotion remain scarce. This study contributes to the knowledge base by demonstrating the value of systematic, theory-based evaluation in sexual health interventions and by providing insights drawn from real-world experiences in developing, implementing, and evaluating such interventions.
Purpose This study aimed to examine the protective role of decision-making (DM) life skills (DMLS) in enhancing awareness of sexual health risks and knowledge of condoms among primary school adolescents in Tanzania. Design/methodology/approach A cross-sectional survey was conducted among 400 primary school adolescents (classes V–VII) selected through stratified and simple random sampling, with sample size determined using Yamane's formula. Instrument validity was ensured through exploratory factor analysis (EFA) and reliability using Cronbach's alpha. Data were analysed using both descriptive statistics to determine levels of DMLS, sexual health risk awareness and condom knowledge and inferential statistics to examine their predictive relationships. Findings The results showed that 56% of adolescents exhibited unfavourable DMLS with female and older adolescents dominating the group. On the other hand, 44% had favourable DMLS with younger and male adolescents displaying slightly higher favourable DMLS. Awareness of sexual health risks was relatively low (78%) while 72% demonstrated high knowledge of condoms. Logistic regression results revealed that DMLS significantly predicted both awareness of sexual health risks and knowledge of condoms (p < 0.05). Gender and age were also significant predictors of knowledge of condoms (p < 0.01). Research limitations/implications The study shows that DMLS significantly predict adolescents' awareness of sexual health risks and knowledge of condoms. Adolescents with favourable DMLS are better able to assess risks, anticipate consequences, and make informed choices regarding protective behaviours. Strengthening DMLS at an early age may therefore enhance adolescents' ability to access, interpret and apply sexual health information. These findings have important implications for schools, teachers, curriculum developers and policymakers in strengthening life skills and comprehensive sexuality education (CSE) programmes. They also support Social Cognitive Theory and the Health Belief Model in promoting self-efficacy, risk perception and informed decision-making. Practical implications The findings suggest that school-based programmes should prioritise the development of decision-making skills alongside factual sexual health education. Strengthening self-efficacy and decision-making abilities can enhance adolescents' capacity to translate knowledge into preventive behaviours. Teachers and curriculum developers should incorporate interactive, participatory methods to reinforce decision-making, gender-sensitive guidance and risk perception. Tailored interventions addressing the specific needs of both genders and different age groups can improve adolescents' preparedness to navigate sexual health challenges effectively. Social implications Strengthening adolescents' DMLS may improve their awareness of sexual health risks and enhance their knowledge and understanding of condom use, thereby supporting more informed and protective sexual health choices. Improved awareness of sexual health risks and knowledge of condoms among adolescents may contribute to safer behaviours, reduced vulnerability to sexually transmitted infections and unintended pregnancies and healthier transitions into adolescence and adulthood. Furthermore, promoting DMLS within school settings can encourage open communication about sexual health among peers, families and communities, ultimately contributing to improved adolescent well-being and broader public health outcomes. Originality/value The study underscores the importance of strengthening DMLS in primary schools as a strategic intervention to enhance awareness of sexual health risks and knowledge of condoms to promote safer sexual behaviours. Tailored, age and gender-responsive life skills programmes are recommended to foster DMLS during early adolescence.
PurposeThis study establishes the extent and nature of international literature about primary school food education. It investigates what type of policies are analysed, which methods are used, what policy recommendations were made and what gaps exist in research. Design/methodology/approachA scoping review method was used to analyse the policy aspect of primary school food education original research papers. Searches were conducted in a range of interdisciplinary databases including Academic Search Ultimate, Cumulative Index to Nursing and Allied Health Literature (CINAHL) Ultimate, Health Policy Reference Centre, Medline Complete, Political Science Complete, Sociology Source Ultimate, Education Resources Information Center, Scopus, Social Policy and Practice and Web of science. FindingsA total of 14 papers met inclusion criteria. Studies were published between 2011 and 2024, focused on national and state curriculum policy, and used content analysis methods. Recommendations called for more joined-up, cohesive policymaking across government and curriculum improvements. Extensive research gaps were identified, including varied food education policy approaches from different countries and examination of the food education policy environment. Research limitations/implicationsThe systematic nature of scoping reviews, including papers only in the English language and excluding grey literature, limits the scope of research included in this review. Meanwhile, data were of variable quality, and some papers did not specify which policies were analysed, which led to data collection challenges. Originality/valueResearch into the policy aspect of primary school food education is scarce. This scoping review adds to the knowledge base, by establishing the features of research to date in this field.
