A focused qualitative assessment of primary school education needs to inform tailored resources supporting childhood obesity
AbstractObjective: To examine primary school education-needs to inform tailored resources supporting childhood obesity. Design: A qualitative study based on 8 semi-structured interviews. Questions addressed schools' approach to childhood obesity, resources, barriers, and possible enablers. Setting: Primary schools from the Manchester City Council jurisdiction. Participants: A purposive sample of 8 senior leadership school staff members (100% female). Phenomenon Of Interest: Types of perceived barriers and supportive tools to empower obesity discussions with parents. Analysis: Transcriptions were coded and analysed based on a socioecological framework using thematic analysis. Results: Five key themes emerged: complex families, primary schools as a key setting, the food environment, difficulties raising obesity and empowerment. The enabler training pack developed in response to these themes was received positively by school staff and initial feedback indicated it helped bridge perceived knowledge and skill gaps. Conclusions and Implications: Significant barriers exist to health behaviour change for families of a lower socio-economic status. Each school’s approach to childhood obesity varied greatly but all expressed a need for more healthcare professional guidance. Implications include training and tailored resources that can be applied to all primary schools and their staff.
CitationMcNamara, S. (2017). A focused qualitative assessment of primary school education needs to inform tailored resources supporting childhood obesity (Master's thesis). University of Chester, United Kingdom.
PublisherUniversity of Chester
TypeThesis or dissertation
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