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What's in a Name? Re ‐Branding and Re ‐Framing School Health Education to School Boards and Legislators as Education for Health Literacy —A Commentary
Author(s) -
McDermott Robert J.,
Vamos Sandra D.
Publication year - 2021
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.13049
Subject(s) - mindset , framing (construction) , public relations , advertising , health education , product (mathematics) , marketing , literacy , health literacy , business , sociology , health care , political science , medicine , public health , pedagogy , nursing , engineering , philosophy , geometry , mathematics , structural engineering , epistemology , law
BACKGROUND Branding involves “labeling” (for identification) and “meaning” (for understanding) to a product, service, person, idea, or other entity. We are familiar with “brands” of soft drinks, automobiles, mobile phones, soups, cigarettes, and sports teams, and some brands have greater “market share” than others. METHODS In this commentary, we review some of the ways that school health has been branded over the past 50+ years. RESULTS The brand we know as school health education has failed to compete successfully with other school subject areas (eg, the so‐called STEM subjects) for the attention of school board members, administrators, legislators, and other policymakers. Perhaps more importantly, school health education advocates have lost the market share game to subject areas that school board members and legislators see as ones with better return on investment, at least politically speaking. In short, we have failed to make the sale. CONCLUSION An alternative is to re‐brand and re‐frame school health education as education for health literacy . Literacy as a brand commands the attention of education gatekeepers, and may be more strongly related conceptually to what gatekeepers see as education‐centric programs deserving of funding. Adopting a marketing mindset may elevate education for health literacy to a place where key stakeholders are more likely to “purchase” it as a relevant school “product.”