Open AccessA comparative study of life skills, lifestyle habits and academic performance in health promoting and non-health promoting schools in the Autonomous Community of Aragon, Spain
Author(s) -
Beatriz Sánchez-Hernando,
Ángel Gasch-Gallén,
Isabel AntónSolanas,
Vicente Gea-Caballero,
Raúl JuárezVela,
Javier Gállego-Diéguez,
María Inmaculada Carboneres-Tafaner,
Emmanuel Echániz-Serrano,
Laura Lasso-Olayo,
Iván SantolallaArnedo
Publication year - 2022
Publication title -
peerj
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.927
H-Index - 70
ISSN - 2167-8359
DOI - 10.7717/peerj.13041
Subject(s) - health promotion , life skills , observational study , affect (linguistics) , medicine , health education , socioeconomic status , psychology , gerontology , medical education , public health , environmental health , nursing , population , communication , pathology
Background There is insufficient evidence about the impact of health promoting schools on the student’s health and academic performance. The aim of this study was to compare the life skills, lifestyle habits and academic performance of 7 th and 8 th grade students registered in health promoting and non-health promoting schools in the Autonomous Community of Aragon. Methods An observational, descriptive, comparative study of the life skills, lifestyle habits and academic performance of 7 th and 8 th grade students registered in 43 randomly selected health promoting and non-health promoting schools was carried out. We used an adapted tool, which was validated through the expert panel technique, to evaluate the students’ life skills (self-efficacy, social skills and affect balance), lifestyle habits (diet, sleep, physical exercise, use of screen and substance abuse) and academic performance. Results The socioeconomic level of the mothers and fathers of the students who attended non-health promoting schools was significantly higher than that of the parents of the adolescents who attended health promoting schools ( p < 0.001). The students who attended non-health promoting schools had better self-efficacy, led a healthier life generally and achieved better academic results ( p = 0.03). Conclusions As opposed to previous studies, which found a positive association between health promoting schools and life skills, lifestyle habits and academic performance, our findings suggest that the impact of these health programs on the students’ health and academic performance is limited. We recommend that the degree of implementation of health promotion programs in health promoting schools is systematically evaluated, and the health promoting school accreditation process and requirements reviewed, in order to ensure that the health of school children and adolescents is safeguarded and promoted in the short, medium and long term.