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A focused qualitative assessment of primary school education needs to inform tailored resources supporting childhood obesity
McNamara, Sorcha
McNamara, Sorcha
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2017-09
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Dissertation
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Abstract
Objective: To examine primary school education-needs to inform tailored resources
supporting childhood obesity.
Design: A qualitative study based on 8 semi-structured interviews. Questions addressed
schools' approach to childhood obesity, resources, barriers, and possible enablers.
Setting: Primary schools from the Manchester City Council jurisdiction.
Participants: A purposive sample of 8 senior leadership school staff members (100%
female).
Phenomenon Of Interest: Types of perceived barriers and supportive tools to empower
obesity discussions with parents.
Analysis: Transcriptions were coded and analysed based on a socioecological framework
using thematic analysis.
Results: Five key themes emerged: complex families, primary schools as a key setting, the
food environment, difficulties raising obesity and empowerment. The enabler training pack
developed in response to these themes was received positively by school staff and initial
feedback indicated it helped bridge perceived knowledge and skill gaps.
Conclusions and Implications: Significant barriers exist to health behaviour change for
families of a lower socio-economic status. Each school’s approach to childhood obesity
varied greatly but all expressed a need for more healthcare professional guidance.
Implications include training and tailored resources that can be applied to all primary
schools and their staff.
Citation
McNamara, S. (2017). A focused qualitative assessment of primary school education needs to inform tailored resources supporting childhood obesity (Master's thesis). University of Chester, United Kingdom.
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University of Chester
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Thesis or dissertation
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en