A 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

Sánchez-Hernando, Beatriz ; Gasch-Gallén, Ángel (Universidad de Zaragoza) ; Antón-Solanas, Isabel (Universidad de Zaragoza) ; Gea-Caballero, Vicente ; Juárez-Vela¿, Raúl ; Gállego-Diéguez, Javier ; Carboneres-Tafaner, María Inmaculada ; Echániz-Serrano, Emmanuel (Universidad de Zaragoza) ; Lasso-Olayo, Laura (Universidad de Zaragoza) ; Santolalla-Arnedo, Iván

Resumen: 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 7th and 8th 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 7th and 8th 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. © 2022 Sánchez-Hernando et al.

Idioma: Inglés

DOI: 10.7717/peerj.13041

Año: 2022

Publicado en: PeerJ 10 (2022), [19 pp.]
ISSN: 2167-8359

Factor impacto JCR: 2.7 (2022)

Categ. JCR: MULTIDISCIPLINARY SCIENCES rank: 36 / 73 = 0.493 (2022) - Q2 - T2

Factor impacto CITESCORE: 5.1 - Agricultural and Biological Sciences (Q1) - Neuroscience (Q2) - Medicine (Q2) - Biochemistry, Genetics and Molecular Biology (Q2)

Factor impacto SCIMAGO: 0.695 - Agricultural and Biological Sciences (miscellaneous) (Q1) - Biochemistry, Genetics and Molecular Biology (miscellaneous) (Q2) - Medicine (miscellaneous) (Q2) - Neuroscience (miscellaneous) (Q3)

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Enfermería (Dpto. Fisiatría y Enfermería)