Abstract
The development of suitable approaches for evaluating health promotion in schools to produce useful evidence to enhance sustainability and transferability is still a major topic of discussion. There is currently a trend among health promotion researchers to develop evaluation approaches that are able to measure the impact of an initiative as well as to understand how this impact is obtained in order to inform the implementation of sustainable health promotion initiatives by practitioners and decision-makers from both health and education sectors. This chapter sets out to illustrate the contribution of mixed methods to take into account the complexity of school health promotion initiatives to help address the challenges faced by the field of school health promotion especially those related to evaluation, sustainability and transferability. Empirical data gathered from an intervention research implemented in the French context are used to highlight the interest of such a research strategy.
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Acknowledgements
The authors are very grateful to the National Institute for Health Education and Prevention (Inpes) for its financial support. They also wish to thank all those who took part in the project especially the members of the regional teams and the school communities involved. They thank Julie Pironom (IUFM d’Auvergne – Université de Blaise Pascal, France) for her help with the statistics analysis.
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Guével, MR., Pommier, J., Jourdan, D. (2015). Mixed Methods’ Contribution to the Evaluation of Health Promotion Initiatives in the School Setting. In: Simovska, V., Mannix McNamara, P. (eds) Schools for Health and Sustainability. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-9171-7_18
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