Schools have long been sites for health promotion. Commencing with classroom lessons, schools have witnessed many projects and programs including the health promoting school model. Many authors indicate that this model is the most successful in achieving long term changes within a school, other authors report that implementation and sustainability are difficult to achieve. This chapter will examine the journey of a primary school as it works to implement the health promoting school model. The authors will demonstrate that, although the health promotion model is useful in introducing and guiding health promotion activities, without extra assistance, such as a dedicated health promotion officer, or `change agent? who can motivate committed champions, changes to the ethos and the culture of the school will be difficult. Every school is unique; there is no `one size fi ts all? model. Therefore, professionals working with schools need to meet the school at its point of need, rather than following a standard format. The process and journey are just as important as the successes. Influencing the organisation of the school is essential if the changes are to be sustained. Organisational change theories are used to support the practical examples.
|Title of host publication||Schools for Health and Sustainability|
|Subtitle of host publication||Theory, Research and Practice|
|Editors||Venka Simovska, Patricia Mannix-McNamara|
|Place of Publication||Dordrecht The Netherlands|
|Number of pages||23|
|Publication status||Published - 2015|