2015/04/03 by Jenny Byrne, J. Byrne, J. Shepherd +12
Health Professions · Social Sciences · #Early Childhood Education and Development #Health, psychology, and well-being #School Health and Nursing Education
paper · doi:10.1080/02619768.2015.1030069
openalex publication_date 2015/04/03 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26
This paper presents findings from a survey of pre-service teacher training institutions in England with regard to the provision of health and well-being education. It examines factors affecting the inclusion of health and well-being, and explores educational implications in light of the changing landscape of pre-service teacher education in England. Provision of health and well-being education is noticeably variable across institutions, and many course leaders are unclear about the coverage in their partner schools. Course leaders regard health and well-being as an important part of the curriculum, but the focus is usually on generic health-related themes such as child protection and behaviour management, which address Government priorities, rather than on specific topics such as education about diet, drugs, alcohol, smoking, sex and relationships and physical activity. The paper argues that these aspects should be addressed for pre-service teachers to have an increased sense of self-efficacy and become capable health promoters.