The changing meanings of participation in school-based health education and health promotion: the participants' voices
Abstract
This paper addresses the issue of student participation and learning about health from the perspective of health-promoting schools. The combination of the democratic approach to health-promoting schools, characterized by the concepts of student participation and action competence, and the sociocultural theory of learning provides the conceptual framework for the discussion. The two sets of concepts help the building of a heuristic that views teaching and learning as mutually constitutive, establishing an integrated unit of analysis. Data are generated from a Web-based international project 'Young Minds exploring links between youth, culture and health'. The project has its roots in the European Network of Health Promoting Schools (ENHPS). The methodological framework is constructed as theoretically based qualitative case study, using Web contents analysis and interviews with the participating teachers and students. A model distinguishing between two different qualities of student participation-token and genuine-is used as an analytical tool in analyzing the empirical data. The analysis of the case study illuminated the trajectories of participation in which students learned about health in intentional, relational and purposeful ways. These participation trajectories were viewed as situated in activity structures consisting of a variety of mutual interactions and different forms of participation.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The Model of Student Participation focused on the process of collecting, analysing and contextualizing health data in 'intentional, relational, and purposeful ways' that foster genuine youth participation.
“The model also focused on the process of collecting, analysing and contextualizing health data in ‘intentional, relational, and purposeful ways’ that foster genuine youth participation. 78”
From A systematic review of theories, models and frameworks used for youth engagement in health research (2024) · cites this paper as [78]
The ‘Forms of interaction and peer collaboration’ section describes students gathering information on health issues, summarizing findings and discussing them with peers. The Abstract and concluding reflections say students learned about health in ‘intentional, relational and purposeful ways.’ But the paper presents the participation model as a tool for distinguishing genuine from token participation, not as a model focused specifically on collecting, analysing and contextualizing health data; the quoted words describe students’ learning, not the model’s focus. Page numbers are unavailable in our copy. (LLM, conf=0.84)
Experimental — accuracy not yet measuredVygotsky's sociocultural theory of learning was applied to youth participation in health education.
“In the included paper, the theory was applied to youth participation in health education. 78”
From A systematic review of theories, models and frameworks used for youth engagement in health research (2024) · cites this paper as [78]
The Model of Student Participation identified three points of differentiation between 'token' and 'genuine' youth participation in school-based health promotion: focus, outcomes and target of change.
“The Model of Student Participation 78 identified three points of differentiation between ‘token’ and ‘genuine’ youth participation in school‐based health promotion, namely, focus, outcomes and target of change.”
From A systematic review of theories, models and frameworks used for youth engagement in health research (2024) · cites this paper as [78]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Cites
Situated Learning: Legitimate Peripheral Participation.
Bloch, M. E. F., Lave, J., & Wenger, É. (1994) · Man · doi:10.2307/2804509 · Cited by 39,323 · see citing works
Qualitative research and evaluation methods
Patton, M. Q. (1980) · Cited by 35,637 · see citing works
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,636 · see citing works
(1994) · Cited by 13,126 · see citing works
THE ROLE OF TUTORING IN PROBLEM SOLVING <sup>*</sup>
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 1× · see citing works
“Their experience, however, confirms what many scholars have pointed out—for example Wood et al. [ 25 ] as noted above, or more recently Brown et al. [26]—that guided teaching and learning is easier to talk about than do. Although it is essential to keep the teaching focus open and flexible, the teacher must continuall…”
BackgroundHandbook of Qualitative Research.
DeVault, M. L., Denzin, N. K., & Lincoln, Y. S. (1995) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2076551 · Cited by 6,261 · see citing works
Bruner, J. (1996) · doi:10.4159/9780674251083 · Cited by 6,231 · see citing works
How to use qualitative methods in evaluation
Patton, M. Q. (1987) · Medical Entomology and Zoology · Cited by 3,832 · see citing works
Strategies Of Qualitative Inquiry
Denzin, N. K., & Lincoln, Y. S. (2012) · Cited by 2,833 · see citing works
Handbook of Qualitative Research
Denzin, N. K., & Lincoln, Y. S. (2000) · Cited by 2,603 · see citing works
(1997) · Cambridge University Press eBooks · Cited by 2,510 · see citing works
(1987) · Medical Entomology and Zoology · Cited by 2,399 · see citing works
Case study research in educational settings
Bassey, M. (1999) · Medical Entomology and Zoology · Cited by 1,292 · see citing works
THE ROLE OF TUTORING IN PROBLEM SOLVING
Bruner, J. S. (2006) · Routledge eBooks · doi:10.4324/9780203088609-23 · Cited by 1,029 · see citing works
The Action Competence Approach in Environmental Education
Jensen, B. B., & Schnack, K. (1997) · Environmental Education Research · doi:10.1080/1350462970030205 · Cited by 999 · see citing works
Case study research in educational settings
Parratt, A. (2000) · Teacher Development · doi:10.1080/13664530000200293 · Cited by 679 · see citing works
Learning for Life in the 21st Century
(2002) · Wiley eBooks · doi:10.1002/9780470753545 · Cited by 522 · see citing works
Primary health care: on measuring participation
Rifkin, S. B., Muller, F., & Bichmann, W. (1988) · Social Science & Medicine · doi:10.1016/0277-9536(88)90413-3 · Cited by 384 · see citing works
The Development Dictionary @25
(2020) · Routledge eBooks · doi:10.4324/9780429451386 · Cited by 377 · see citing works
Transforming Power: Domination, Empowerment, and Education
Kreisberg, S. (1991) · Medical Entomology and Zoology · Cited by 311 · see citing works
Learning Together: Children and Adults in a School Community
Bao, H. T., Rogoff, B., Turkanis, C. G., & Bartlett, L. (2006) · TESOL Quarterly · doi:10.2307/40264323 · Cited by 295 · see citing works
A case of two paradigms within health education
Jensen, B. B. (1997) · Health Education Research · doi:10.1093/her/12.4.419 · Cited by 161 · see citing works
Social Constructivist Teaching: Affordances and Constraints
Brophy, J. (2002) · Advances in research on teaching · doi:10.1016/s1479-3687(2002)9 · Cited by 118 · see citing works
Learning together: children and adults in a school community
(2001) · Choice Reviews Online · doi:10.5860/choice.39-1080 · Cited by 117 · see citing works
Environmental and health education viewed from an action‐oriented perspective: a case from Denmark
Jensen, B. B. (2004) · Journal of Curriculum Studies · doi:10.1080/0022027032000167235 · Cited by 109 · see citing works
Learning and teaching for understanding: The key role of collaborative knowledge building
Wells, G. A. (2004) · Advances in research on teaching · doi:10.1016/s1479-3687(02)80004-9 · Cited by 82 · see citing works
Health knowledge and health education in the democratic health‐promoting school
Jensen, B. B. (2000) · Health Education · doi:10.1108/09654280010330900 · Cited by 78 · see citing works
Simovska, V. (2004) · Health Education Research · doi:10.1093/her/cyg024 · Cited by 75 · see citing works
Self-citationIntroduction: Sociocultural Perspectives on the Future of Education
Wells, G. A., & Claxton, G. L. (2002) · doi:10.1002/9780470753545.ch1 · Cited by 73 · see citing works
Standards for Pedagogy: Research, Theory and Practice
Dalton, S. S., & Tharp, R. G. (2002) · doi:10.1002/9780470753545.ch14 · Cited by 49 · see citing works
Paechter, C., Preedy, M., Scott, D. F., et al. (2001) · Cited by 48 · see citing works
The Voice Of The Child: A Handbook For Professionals
Davie, R., Upton, G., & Varma, V. P. (1996) · Medical Entomology and Zoology · Cited by 47 · see citing works
Loveless, A. M. (2005) · Health Education Research · doi:10.1093/her/cyh004 · Cited by 27 · see citing works
Listening to Children in Educational Contexts
Glaser, D. (2003) · Routledge eBooks · doi:10.4324/9780203392621-7 · Cited by 26 · see citing works
Schooling and the ownership of knowledge
Paechter, C. (1998) · Pedagogy Culture and Society · doi:10.1080/14681369800200037 · Cited by 21 · see citing works
Paradigm proliferation as a good thing to think with
Lather, P. (2017) · Routledge eBooks · doi:10.4324/9781315619538-13 · Cited by 2 · see citing works
Flagged first, then by citations
Research works printed but not linked: 2
- Simovska V. Learning by interaction: learning about health through participation and action-the health promoting schools perspective. The Danish University of Education: Copenhagen, 2005 Doctoral Dissertation.
- Brown AL, Ash D, Rutherford M et al. Distributed expertise in the classroom. In: Salomon G (ed). Dis- tributed Cognitions: Psychological and Educational Considerations. New York: Cambridge University Press, 1993, 188-229.
Cited by
Sorted by citations
Mager, U., & Nowak, P. (2012) · Educational Research Review · doi:10.1016/j.edurev.2011.11.001 · Cited by 297 · see citing works
A systematic review of theories, models and frameworks used for youth engagement in health research
Sanchez, S., Thorburn, R., Rea, M., Kaufman, P., Schwartz, R., Selby, P., & Chaiton, M. (2024) · Health Expectations · doi:10.1111/hex.13975 · Cited by 35 · see citing works
“78 In the included paper, the theory was applied to youth participation in health education.”
Background
- Authors
- Simovska, V.
- Corresponding author
- Simovska, V.
- ORCID
- Simovska, V.
- Venue
- Health Education Research
- Publisher
- Oxford University Press (OUP)
- Published
- 2006-08-08
- Volume
- 22
- Issue
- 6
- Pages
- 864-878
- ISSN
- 0268-1153 (ISSN-L)
- 1465-3648
- OpenAlex
- W2101870596
- Cited by
- 96
- References
- 36
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 5 · 2023: 5 · 2022: 4 · 2021: 3 · 2020: 7 · 2019: 4 · 2018: 7 · 2017: 6 · 2016: 7 · 2015: 7 · 2014: 8 · 2013: 5 · 2012: 12
- FWCI
- 4.01
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Health Education Research (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Health Professions › General Health Professions › Adolescent Health and Behaviors
- Health Sciences › Health Professions › General Health Professions › Community Health and Development
- Keywords
- student participation, health promoting schools, health education, health promotion, action competence, sociocultural theory, democratic approach
- MeSH terms
- Adolescent, Adolescent Behavior, Culture, Europe, Faculty, Health Education, Health Promotion, Humans, International Cooperation, Interviews as Topic, Learning, School Health Services, Students, World Health Organization, Health Behavior, Models, Educational, Organizational Case Studies, Internet, Qualitative Research
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
