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08 SES 02 A: Perspectives on Health Promotion in Diverse School Contexts
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08. Health and Wellbeing Education
Paper Health Promotion in Upper Secondary School Vocational Study Programs: Students’ Experiences of a Pilot Program in Norway. USN, Norway Presenting Author:The social gradient in self-reported mental health challenges, poor lifestyle, academic performance, and risk of school dropout among adolescents is profound (Directorate of Health, 2023; Marmot, 2015). Due to the reach of diverse subgroups in the youth population, school has been identified by e.g., the World Health Organization (WHO) and the OECD as an important arena for health-promoting initiatives targeted to this age group (WHO, 2018). It has been suggested that in order to be successful, it is necessary to co-create the initiatives with core stakeholders such as the students, the teachers, and the school administration. Moreover, it is necessary to integrate perspectives of health with perspectives of learning (Daly-Smith et al., 2020). The “Active and Healthy Kids” program from Norway is a whole-school model for health promotion initially developed for primary and secondary school (Bratland-Sanda et al., 2020). This model reached interest among school leaders and teachers at high school level, and thus the aim of this pilot study was to further develop and evaluate the adaptation of the model to a upper secondary school setting. Our research questions were as follows: 1) To what extent did the program reach the students as intended?, 2) How did the students experience the program?, and 3) What were perceived facilitating factors and barriers for the development and implementation of the program in upper secondary school?
Theoretical framework
We frame this project within the theories of the socioecological model of health (SEM) (Sallis & Owen, 2015), and the theory of children’s participation (Hart, 1992). Inspired by Bronfenbrenner’s ecological system theory, SEM is a model which describes the complexity and hierarchy of levels influencing health outcomes in individuals, these levels are divided into individual, interpersonal, community and social/environmental levels (Sallis & Owen, 2015). By acknowledging these multiple levels, the SEM model emphasizes that health behavior and outcomes are not only the result of individual choices, but also the political and structural premises within the society. A study on health promotion programs over the last 30 years showed that although most of the programs acknowledged the importance of multifactor and multilevel approaches, only a few of the programs adhered to this acknowledgement (Wold & Mittelmark, 2018). Most programs targeted one level and one variable, for instance physical activity on the individual level. The “Active and Healthy Kids” program target several lifestyle factors (i.e., physical activity, diet, and sleep) in addition to the outcomes wellbeing and quality of life, and targets both individual (i.e., students), interpersonal (i.e., classes), organizational (i.e., school), society (i.e., collaboration between school and others in public, private and/or civil sector), and political (i.e., policy makers in the municipalities and counties) levels. Hart’s (1992) Ladder of Children’s Participation is based on the postulation that young people have the right to be treated with respect and should be involved in matters concerning themselves. Secondly, it is argued that development of services and arenas for young people requires their participation to make them relevant and suitable to their needs. It is argued that participation of young people in these matters contributes to more sustainable solutions. In this project, we have used Hart’s (1992) description of different levels of youth participation as a point of departure for the study design, however, we argue that youth participation should be considered as a dynamic process rather than static levels of participation (Krane et al., 2021). Methodology, Methods, Research Instruments or Sources Used Sample. The program was implemented at Kragerø upper secondary school, located in a small town at the coastline of South-Eastern Norway. Students from the two-year vocational study program “Health and upbringing” during the implementation period (n=25 and 23) were recruited to participate in the evaluation. Content. The “Active and Healthy Kids Program” consists of tools such as physically active learning (i.e., integrating bodily movement with curriculum), lectures about diet and sleep, and structural changes to the school canteen’s selection of food. The program was implemented during school years 2020/2021 and 2021/2022. These school years were influenced by the Covid-19 pandemic and periods of lock down and digital school during autumn 2020. Data collection. Data were collected once during spring 2021, autumn 2021, and spring 2022. The two first rounds of data collections were carried out through electronic questionnaires through nettskjema.no nettskjema@usit.uio.no , where the students self-reported on their experiences with the program. The last data collection was carried out through two focus group interviews with the students. The focus groups consisted of one level of the study program each, the interviews were carried out in the classroom and lasted for 30 minutes each. User involvement. To ensure proper user involvement by the students throughout the process of evaluation, a Youth Panel consisting of eight students from the study program was established. This youth panel helped to develop more practical and robust questionnaires and interview guides for the data collection. The Youth Panel was arranged as group meetings at given times and with specific objectives during the research process. Prior to each data collection, the Youth Panel provided comments and revisions to the questionnaire or to the interview guide. After each data collection, the Youth Panel was presented with tables and figures from the questionnaire and transcripts from the focus group interviews, and they discussed and shared their interpretations of the findings. Analyses. The quantitative data from the questionnaires were analysed via IBM SPSS version 28.0, and descriptive data analyses were conducted. The qualitative data from the focus group interviews were analysed through deductive thematic analysis (Braun & Clarke, 2006). As previously described, the Youth Panel participated in the analyses of the data. Ethics. Necessary ethical approval was obtained, data were made anonymous in the transcribing and analyzing process. Involvement of the Youth Panel contributed to adjust the data collection process, and safeguard the wellbeing of the project participants. Conclusions, Expected Outcomes or Findings This pilot study was partly conducted during a time with extraordinary restrictions due to the Covid-19 pandemic. Despite this, the program reached to a good extent the students in the way it was anticipated. Eighty-eight percent of the students reported good knowledge about the program, the knowledge was most profound for the physically active learning component. Physically active learning was mostly used in the more practice-oriented subjects, and little to nothing in the theoretical subject such as Mathematics, Norwegian or English. A higher percentage of the students reported satisfaction with physically active learning compared to satisfaction with the subject physical education (82% vs 60%). Students experienced physically active learning as positive for the learning environment and their wellbeing at school. They asked for more physically active learning than they were provided with, especially in the theoretical subjects. This expressed need was due to the difficulties experienced with acquiring the curriculum in these subjects with more traditional, sedentary learning activities. They reported that teachers in these subjects were reluctant to use physically active learning. Further, the students asked for more involvement and decision-making in selecting types of activities in the physically active learning. The dietary and the sleep components mostly consisted of lectures on the student level. The students reported that they perceived a greater level of knowledge about healthy diet and sleep hygiene following these lectures. Importantly, especially the sleep lectures also created greater perceived emotional stress and fear due to the awareness of harm caused by insufficient sleep. The students perceived a safe social environment in the class as the most important both facilitator and barrier for successful implementation of the various components of the program. We conclude that the program in general, and the physically active learning component in particular, was well received by vocational study program students. References Bratland-Sanda, S., Schmidt, S. K., Karlsen, M. L., Bottolfs, M., Grønningsæter, H., & Reinboth, M. S. (2020). [Liv og røre i Telemark. Sluttrapport]. USN Skriftserie, Issue 61/2020. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Daly-Smith, A., Quarmby, T., Archbold, V. S. J., Routen, A. C., Morris, J. L., Gammon, C., Bartholomew, J. B., Resaland, G. K., Llewellyn, B., Allman, R., & Dorling, H. (2020). Implementing physically active learning: Future directions for research, policy, and practice. Journal of Sport and Health Science, 9(1), 41-49. https://doi.org/https://doi.org/10.1016/j.jshs.2019.05.007 Directorate of Health (2023). Review abouth inequalities in health and quality of life in Norway since 2014. Oslo: Directorate of Health. Hart, R. A. (1992). Children's Participation: From Tokenism to Citizenship. Innocenti Essays No. 4. Krane, V., Klevan, T., & Sommer, M. (2021). Youth Involvement in Research: Participation, Contribution and Dynamic Processes. In (pp. 47-71). https://doi.org/10.1007/978-3-030-75941-4_3 Marmot, M. (2015). The health gap: the challenge of an unequal world. The Lancet, 386(10011), 2442-2444. https://doi.org/10.1016/S0140-6736(15)00150-6 Sallis, J. F., & Owen, N. (2015). Ecological models of health behavior. In Health behavior: Theory, research, and practice, 5th ed. (pp. 43-64). Jossey-Bass/Wiley. WHO. (2018). Global action plan on physical activity 2018–2030: more active people for a healthier world. World Health Organization. Wold, B., & Mittelmark, M. B. (2018). Health-promotion research over three decades: The social-ecological model and challenges in implementation of interventions. Scandinavian journal of public health, 46(20_suppl), 20-26. https://doi.org/10.1177/1403494817743893 08. Health and Wellbeing Education
Paper School Based Health Promotion: How Professional Practices Unfold in an Institutional Context University of Gothenburg, Sweden Presenting Author:The manner in which health promotion (HP) practice unfolds in various schools is contingent on the policies regulating it and school professionals’ understanding and enactment of said policies (Elsayed et al., 2023; Simovska et al., 2016). However, policies are often general prescriptions and professional understandings of them are not always aligned (Gherardi, 2019; Guvå & Hylander, 2012). Moreover, the interpretation of policies can be influenced by how school actors navigate the institutional complexity resulting from the (co)existence of multiple potentially conflicting institutional logics (understood as socially constructed value systems) that permeate school organizations (Ackesjö, 2022; Thornton et al., 2012). School professionals often need to navigate complex institutional landscapes to accomplish HP work (Bennett et al., 2016). This is particularly salient in decentralized school systems (e.g., Swedish) where HP is enacted within multiple organizational frames (Hjörne, 2018). Institutional complexity may challenge school HP work (Ekornes, 2015) but may also facilitate some practices related to HP such as teaching (Gullberg & Svensson, 2020). While the effects of institutional complexity on organizational structures and responses have been extensively explored in literature, fewer studies have focused on the relation between this complexity and professional practices (Schatzki, 2023; Wu et al., 2023). This study explores how HP practices are understood by school professionals with respect to the institutional context in which they are deployed. The research questions are (i) how do school professionals understand HP as an institutionally regulated practice? and which institutional logics foreground professionals’ understandings of HP in schools? The study is based on empirical data produced from nineteen semi-structured interviews with school professionals in Sweden. Data analysis is informed by practice theory (Gherardi, 2019; Schatzki, 2019) and the metatheoretical framework of institutional logics (Thornton et al., 2012). Practice theory contends that practices are the unit of analysis of the social. Practices are accomplished in bundles and organized via rules and sets of practitioners’ understandings (Schatzki, 2019). In institutional practices, rules can be seen as decontextualized formulations and may be further negotiated by practitioners (Gherardi, 2019). Professional understandings, (co)shaped by the prevailing institutional logics in a given organization (e.g., school), can influence how institutional rules are interpreted and enacted (Schatzki, 2023). Thornton et al. (2012) described several generic institutional logics (e.g., professional, corporate) that can guide (not circumscribe) analyses. The findings indicate that policy formulations represent the infrastructure of HP practice which is governed locally at the municipal and school levels. Participants had to navigate the complex and heterogenous (national, municipal, school) policy landscape. Some policies were perceived as ambiguous or unrealistic (e.g., imposing demands on schools which were not feasible within the available resources) motivating professionals to negotiate and occasionally contest them. School professionals perceived leadership as a key link between institutional directives and professional practices but they problematized dual leadership (municipality and school) as a potential source of interprofessional conflicts that can undermine the practice. Professionals invoked various institutional logics in their attempts to reconcile their professional values with the institutionally imposed practice rules (including written policies and governance systems). They invoked a bureaucratic logic to indicate compliance with institutional regulations, and three different instantiations of a professional logic (competence, pragmatic and entrepreneurial) by way of committing to professional values and maximizing efficiency. There were occasional tensions between the bureaucratic logic on one side and one or more of the professional logic instantiations on the other. These tensions were addressed in different ways, including disrupting the bureaucratic logic, attempting to reconcile it with one or more instantiations of the professional one, or occasionally using it as a resource to structure professional practices. Methodology, Methods, Research Instruments or Sources Used Empirical context This study has been carried out in Sweden where school HP is a diffuse practice accomplished in different settings (e.g., health visits to the school nurse, physical education lessons). Schools are either municipal, independent (friskolor in Swedish), or private. Each school has a student health team, often composed of the school leader, nurse, psychologist, counselor, and special needs educator. Other professionals (e.g., teachers) are invited to team meetings as need arises. Moreover, schools are allowed to recruit private providers (e.g., psychologists) for specific services such as student counselling or staff training. Participants In order to capture the potential variations in practice arising from different organizational affiliations (e.g., municipal, private) or from ascribing to different domains of knowledge (e.g., health, education), a diverse pool of professionals was invited to participate in the study. Maximum variation followed by snow ball sampling were used to recruit participants allowing for a varied and diverse study population while simultaneously limiting sample skewness (Tracy, 2012). The sample (n=19) included different professionals (e.g., teacher, nurse, principal, psychologist, social worker) who worked in municipal, independent, or private schools. The sample also included private providers. Data were generated from in-depth semi structured interviews with the participants. Data analysis An abductive approach to data analysis was used whereby code generation was informed by both theory and participants’ accounts (Tavory & Timmermans, 2014). Data were iteratively analysed in four rounds. Code books were kept for each round and used for an audit trail to enhance transparency and validity (Creswell & Miller, 2000). Moreover, during the coding stage several peer review sessions were arranged which contributed to the refinement of codes and their aggregation into relevant themes. Code generation was informed by practice theory (Gherardi, 2019; Schatzki, 2019). The institutional logics used by participants within the generated codes were identified using a mixture of pattern induction and pattern matching as described by Reay and Jones (2016). The induction was grounded in participants’ accounts. The inducted logics were then matched against the generic institutional logics described by Thornton et al. (2012). Conclusions, Expected Outcomes or Findings The study sheds light on school HP as a multidisciplinary professional practice that incorporates several practices such as teaching, counseling and leadership. The study highlights the occasional tensions generated due to the conflict between professional values and situated responsivity on the one side and the institutional regulation of school HP on the other. The study also demonstrates how various institutional logics are used to mediate the translation of practice regulations into viable professional understandings. The activation of three instantiations of professional logic vis a vis the bureaucratic logic that governs the practice indicates a professional resilience operationalized to effectuate the highest possible degree of professional efficiency. This professional resilience is used to construct practice strategies that are simultaneously congruous with professional values and compliant with institutional directives. The findings indicate that rules were sometimes used as resources to structure and bolster professional practice. However, the multiple levels of governance contribute to the complexity of policy landscape which in turn can strain professional understanding of the practice particularly when the policy rhetoric is ambiguous or incomplete. Moreover, some ambiguities in policy formulations (e.g., regarding the core of the practice) may challenge interprofessional collaboration and the ultimate attainment of school HP objectives. The present study contributes to the body of school HP literature by providing an in-depth understanding of the professional negotiations involved in the enactment of education policies in HP practices in a highly decentralized school system. Insofar as the study responds to rather recent recommendations of incorporating an institutional logics perspective in practice studies (Schatzki, 2023), it can also be seen as a theoretical contribution to the understanding of institutional practices. References Ackesjö, H. (2022). Evaluating the practice in Swedish school-age educare: Issues and contradictions [Article]. Journal of Childhood, Education and Society, 3(1), 60-73. https://doi.org/10.37291/2717638X.202231153 Bennett, A. E., Cunningham, C., & Johnston Molloy, C. (2016). An evaluation of factors which can affect the implementation of a health promotion programme under the Schools for Health in Europe framework. Evaluation and program planning, 57, 50-54. https://doi.org/10.1016/j.evalprogplan.2016.04.005 Creswell, J. W., & Miller, D. L. (2000). Determining Validity in Qualitative Inquiry. Theory into practice, 39(3), 124-130. https://doi.org/10.1207/s15430421tip3903_2 Ekornes, S. (2015). Teacher Perspectives on Their Role and the Challenges of Inter-professional Collaboration in Mental Health Promotion [Article]. School Mental Health, 7(3), 193-211. https://doi.org/10.1007/s12310-015-9147-y Elsayed, H., Bradley, L., Lundin, M., & Nivala, M. (2023). Social and democratic values in school-based health promotion: A critical policy analysis. Cogent Education, 10(2). https://doi.org/https://doi.org/10.1080/2331186X.2023.2259477 Gherardi, S. (2019). How to conduct a practice-based study : problems and methods (Second edition ed.). Cheltenham, UK : Edward Elgar Publishing. Gullberg, C., & Svensson, J. (2020). Institutional complexity in schools : Reconciling clashing logics through technology? SCANDINAVIAN JOURNAL OF PUBLIC ADMINISTRATION(1), 49-71. Guvå, G., & Hylander, I. (2012). Diverse perspectives on pupil health among professionals in school-based multi-professional teams. School Psychology International, 33(2), 135-150. https://doi.org/10.1177/0143034311415900 Hjörne, E. (2018). Elevhälsa för ett förebyggande och hälsofrämjande arbete. In C. Löfberg (Ed.), Elevhälsoarbete under utveckling : en antologi (pp. 19-45). Härnösand : Specialpedagogiska skolmyndigheten Reay, T., & Jones, C. (2016). Qualitatively capturing institutional logics [Article]. Strategic Organization, 14(4), 441-454. https://doi.org/10.1177/1476127015589981 Schatzki, T. (2019). Social change in a material world. Routledge. Schatzki, T. R. (2023). On structural change: practice organizations and institutional logics. Osterreichische Zeitschrift fur Soziologie, 1-20. https://doi.org/10.1007/s11614-023-00537-z Simovska, V., Nordin, L. L., & Madsen, K. D. (2016). Health promotion in Danish schools: Local priorities, policies and practices. Health Promotion International, 31(2), 480-489. https://doi.org/10.1093/heapro/dav009 Tavory, I., & Timmermans, S. (2014). Abductive analysis : theorizing qualitative research. Chicago : The University of Chicago Press. Thornton, P. H., Ocasio, W., & Lounsbury, M. (2012). The Institutional Logics Perspective: A New Approach to Culture, Structure and Process. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199601936.001.0001 Tracy, S. J. (2012). Qualitative Research Methods : Collecting Evidence, Crafting Analysis, Communicating Impact. Chicester: John Wiley & Sons, Incorporated. Wu, X., Tan, X., & Wang, X. (2023). The institutional logics perspective in management and organizational studies. Journal of business research, 167, 114183. https://doi.org/10.1016/j.jbusres.2023.114183 08. Health and Wellbeing Education
Paper Exploring Students’ and Parents’ Views and Perspectives on an Open Schooling Model within the Context of Public Health Education University of Cyprus, Cyprus Presenting Author:Open schooling is an educational model that promotes active engagement between schools and the broader community, fostering collaborative efforts to address local challenges and promote community development and well-being. Projects and initiatives on Open Schooling take advantage of the knowledge, practices, visions, attitudes, resources, and values of all involved agents, empowering them to collectively transform society from a reflective and critical standpoint that focuses on sustainability, equity, social justice, and inclusion. Within this cooperative educational framework, students and parents play key roles as engaged participants (European Commission, 2015; 2022; Li et al, 2020). This study explores parents’ and lower secondary school students’ views and perspectives on an open schooling model within the context of public health education through the implementation of specially designed educational scenarios based on an open schooling model for inquiry-based learning in the context of public health socio-scientific issues. A survey was conducted on 607 lower secondary school students and 60 parents who actively participate in open school educational activities as part of the Partnerships for Science Education (PAFSE) European project. Partnerships for Science Education (PAFSE) project is a science education project that addresses the challenges of public health. Specifically, PAFSE explores science education as a vehicle to provide citizens with knowledge, tools, and skills to make informed decisions on public health challenges. In addition, the project promotes community preparedness, by focusing on risk factors for the health condition of individuals, but also on the pre-emptive and protective behaviours from a personal and population perspective, contributing to more literate communities on healthy lifestyles, injury prevention, as well as detection, prevention, and response to infectious diseases (http://www.pafse.eu/). Within the context of the PAFSE project's open schooling model, various stakeholders employed an inquiry and project-based learning approach to negotiate open-ended, ill-structured public health challenges. These challenges, often characterized by conflicting perspectives and multiple potential solutions, align with the characteristics of socio-scientific issues (Zeidler, 2014), as identified by Ratcliffe and Grace (2003). We used inquiry and project-based learning, because is a student-centered, constructivist pedagogical approach, which promotes active student engagement in the learning process, fostering conceptual understanding, higher-order thinking skills, such as critical and creative thinking (Pedaste et al., 2015; Sandoval, 2005), modeling and argumentation skills, communication, and cooperation skills (Minner et al., 2010; Author1, 2020). The teacher acts as a facilitator and guide, challenging students to think beyond their current understanding by providing guided questions, opportunities for reflection, and scaffolding (Anderson, 2002). Participants devised and implemented three educational scenarios addressing three socio-scientific public health issues: childhood obesity, smoking, and vaccinations, using inquiry-based learning. To assess parents’ and secondary school students’ views and perspectives on an open schooling model regarding public health education, we used a PAFSE open schooling questionnaire. Participants rated their level of agreement with and interest in various aspects of an open schooling model within public health education based on their open schooling experiences. Results indicated widespread support among both students and parents for open schooling model and the collaboration between schools and community stakeholders. This educational approach was widely perceived as a valuable contribution to public health education, promoting community health and well-being, and enhancing the ability to address public health challenges. Additionally, parents held statistically significantly more positive views and perspectives on the open schooling model in the context of public health education compared to students. This study can contribute to the existing body of research by examining and comprehending how students, parents, civil society actors, and the generalpublic can actively participate in the creation of an engaging open schooling model as part of the school curriculum to foster responsible citizenship and public health. Methodology, Methods, Research Instruments or Sources Used The present study aims to explore the views and perspectives of parents and lower secondary school students regarding an open schooling model within the context of public health education, a field with limited research on this topic. We hope to: (a) enhance the existing literature by gaining insights into the views and perspectives of students and parents, as crucial stakeholders in an open schooling model within the context of public health education, and (b) contribute to the development of a theoretical framework regarding open schooling approach. We set out to answer the following research questions: 1. What are parents’ and lower secondary schoolstudents’ views and perspectives on an open schooling model for inquiry-based learning within the context of public health socioscientific issues? 2. Is there statistically significant difference between parents’ and lower secondary schoolstudents’ views and perspectives on an open schooling model for inquiry-based learning within the context of public health socioscientific issues? For the present study, three distinct educational scenarios with activities and digital learning objects were devised, developed, and enacted based on the PAFSE open schooling approach for inquiry-based learning within the context of public health socio-scientific issues. These three educational scenarios (They can be found at https://photodentro.pafse.eu/) were as follows: • Healthy Eating and Childhood Obesity: Challenges and Solutions. • Vaccines development and the science that responds to hesitancy. • The multiple dimensions of tobacco smoking. A survey was conducted on 607 lower secondary schoolstudents and 60 parents who actively participate in open school educational activities as part of the PAFSE program. Participants reported their agreement and level of interest in various aspects of an open schooling model for public health education using the PAFSE Open Schooling Questionnaire. The questionnaire's items were assessed on a five-point Likert scale, with responses ranging from strongly disagree (1) to strongly agree (5)." Our results indicated that parents strongly support the collaboration between schools and community stakeholders within an open schooling framework for inquiry-based learning within the context of public health SSIs. (M = 4.53, SD = 0.72). Conversely, the results indicate that students hold less strong opinions regarding an open schooling model (M = 3.61, SD = 1.11). The independent-samples t test analyses at 95% confidence indicated that the parents’ views and perspectives on an open schooling model for inquiry-based learning within the context of public health SSIs are statistically significantly higher at the P˂0.001 level than the students’ views and perspectives. Conclusions, Expected Outcomes or Findings The aim of the present case study was to investigate parents’ and lower secondary schoolstudents’ views and perspectives on an open schooling model regarding public health education, after implementation of specially designed educational scenarios based on an open schooling model for inquiry-based learning in the context of public health socio-scientific issues. The parents’ results emphasize the importance of creating school-community partnerships to enhance public health through understanding, recognizing, and considering the multiplicity of perspectives of public health socio-scientific issues, in ordrer to analyze and resolve them. Yet, the parents’ results emphasize the significance for parents and local community to participate in such open shooling projects with public debate of socio-scientific issues related to their community. The lower rating by the students highlights the necessity for more attention and support for teachers and students of how to implement more effective, student-centered approaches like an open schooling model during learning processes, as well as integrate them within the school curriculum increasing the incorporation of science in society issues and foster democratic processes (Levinson, 2010; 2018; Mogford et al., 2011). Additionally, our findings underscore the importance of exploring effective strategies for incorporating an open schooling approach into health education and biology curricula, thereby fostering public health advancements, and enhancing community well-being. Since schoolteachers’ competences on coordinating and facilitating open schooling for inquiry-based learning processes are very essential, our findings underscore the need of school principals and Ministry of Education advisors to provide strong support to teachers. The main limitation of our study is that we used only questionnaire data, and we could not probe participants' responses to items as with in-depth interviews. Future studies should take a closer look at participants’ responses in-depth. Further research is needed to gain a more nuanced understanding of open schooling's effectiveness and explore its wider educational benefits. References Authors Anderson, R. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1–12. European Commission (2015). HORIZON 2020 Work Programme 2014 –2015: Science with and for Society. European Commission Decision C. European Commission (2022). Social determinants and investing in redusing health inequqlities. Levinson, R. (2010). Science education and democratic participation: An uneasy congruence? Stud. Sci. Educ. 46, 69–119. Levinson, R. (2018). Introducing socio-scientific inquiry-based learning. Science and Society 100(371), 31-35. Li W, Liao J, Li Q, Baskota M, Wang X, Tang Y, Zhou Q, Wang X, Luo X, Ma Y, Fukuoka T, Ahn HS, Lee MS, Chen Y, Luo Z, Liu E; COVID-19 Evidence and Recommendations Working Group. (2020). Public health education for parents during the outbreak of COVID-19: a rapid review. Annals of Translational Medicine, 8(10), 628, 1-11. Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. Mogford, E., Gould, L. & Devoght, A. (2011). Teaching critical health literacy in the US as a means to action on the social determinants of health. Health Promotion International, 26(1) 4-13. Pedaste, M., Mäeots, M., Siiman, L., de Jong, T., van Riesen, S., Kamp, E., Manoli, C., Zacharia, Z., Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. Ratcliffe, M., & Grace, M. (2003). Science Education for Citizenship: Teaching Socio-Scientific Issues. New York: McGraw-Hill Education Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. Trindade, S; Camargo, R; Torres, P.; Kowalski, R. (2022). Open schooling and pedagogical learning practices articulated with the CONNECT project in basic education. Research, Society, and Development. Vol. 11 no. 12. Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: theory, research, and practice. In N. Lederman & S. Abell (Eds.), Handbook of Research on Science Education, Volume II (pp. 697–726). 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