Collaborative approaches to health education: perspectives of parents and teachers on self-care and managing common health issues in UK primary schools | BMC Health Services Research

The analysis of the interviews identified three main themes: (1) Debates Over Self-Care Teaching Responsibility, (2) Children’s Attitudes Towards Health and Self-Care, and (3) Barriers and Strengths in Self-Care Education. Quotes from participants are used to illustrate key points within each theme, highlighting diverse perspectives based on socioeconomic, cultural, and educational contexts.

1. Debates over self-care teaching responsibility

This theme captures the ongoing debate about who holds the primary responsibility for teaching self-care to children—schools, parents, or a shared approach. Most participants acknowledged the importance of self-care education, but opinions varied on who should lead this effort.

Many teachers felt that self-care education should be a shared responsibility between schools and parents. One participant emphasized the need for collaborative approaches: “It is almost possible as workshops need to be held with both parents and the school. Definitely, this is the duty of both the school and parents as well.” (MK, Father). However, some teachers highlighted practical challenges, such as limited time and resources, which constrain their ability to fully engage in health education: “We don’t have the time here in the school to give health-related advice; surely parents or health professionals are the right ones for this.” (LB, Year 4 Teacher, Male).

The role of the school environment was particularly emphasized by participants who felt that children spend a significant amount of time at school, making it an ideal setting for health education: “Children spend more than half of their lives in schools…everything regarding their health needs to come from school because the main life is about them like the school community.” (BA, Mother). Conversely, some parents believed that health education should primarily be a parental responsibility, especially when it comes to sensitive topics. One father expressed, “As a father it’s my duty to look after the children when they are not well; I can’t see how a child would be able to do it themselves.” (HA, Father).

Cultural and religious contexts also influenced these views. Parents from faith-based schools expressed discomfort with certain health topics being taught in school: “I think teaching self-care is fine, but there are boundaries. I don’t want my child learning about things that conflict with our beliefs.” (HE, Mother). Another participant added, “Parents could be a barrier—they might see something on a list and say, well, I don’t want my child to be taught that; for example, a parent may not want their child to be taught sex due to cultural barriers.” (EM, Mother).

2. Children’s attitudes towards health and self-care

Participants described varying levels of engagement and understanding of self-care among children, often shaped by both school and home environments. A teacher noted, “Self-care starts off with your mindset, so it is mentally being in a happy place…physically taking the best care of yourself through nutrition and exercise.” (YT, Dance Teacher, Female). Practical, hands-on lessons such as hygiene and basic first aid was reported to be particularly engaging for children, with a teacher sharing, “We looked at how to wrap bandages and different types of injuries… It makes them feel empowered.” (LB, Year 5 Teacher, Male).

However, participants also highlighted the challenges children face in grasping more abstract health concepts, such as mental well-being. A Year 4 teacher mentioned, “Self-care for me as well as the children is about taking care of your mental wellbeing…being aware of how to manage stresses and anxieties.” (ST, Year 4 Teacher and Home Educator, Female). This suggests that while children are eager to engage with practical self-care lessons, there may be gaps in their understanding of mental health, necessitating tailored approaches to teaching these topics.

The maturity and developmental stage of children also influenced their capacity for self-care. One teacher shared, “It depends on the child…I had one class that was quite mature, and the other class was less able to look after themselves and needed more support.” (RF, Year 2 Teacher, Male). Another teacher expressed concern about children’s awareness of self-care as they grow older: “In regard to health and self-care…I did not think they are aware of it. As they grow older they are more aware of it.” (SS, Reception Class Teacher, Female). This variability highlights the importance of age-appropriate and developmentally sensitive approaches to self-care education.

3. Barriers and strengths in self-care education

Participants identified several barriers to implementing effective self-care education, including a lack of teacher training, time constraints within the curriculum, and varying levels of parental engagement. One assistant headteacher highlighted the critical need for professional development: “Most teachers in schools do not have much training and up-to-date knowledge regarding self-care… If training is given to teachers and it is made compulsory then I can see that this can work in schools.” (AG, Assistant Head Teacher, Female).

Socioeconomic factors also played a significant role, with financial constraints often limiting schools’ capacity to prioritize health education. A mother pointed out, “Funding is being pulled from schools all the time… the challenges of balancing other subjects with this and the financial costs of bringing in health professionals.” (SE, Mother). These comments underscore how resource limitations can hinder the integration of self-care education into the school curriculum, particularly in underfunded schools.

Some participants noted that parental attitudes could be a barrier, particularly when parents hold different views on what should be taught: “Schools may not have the time or resources to teach this, and children might have a different strategy at home and a different strategy at school.” (DP, Mother). However, other participants felt that there were no significant barriers, especially considering recent global health challenges: “There are no barriers; especially after COVID-19, self-care is even more important; we need to teach the children how to look after themselves.” (AH, SEN Teacher, Female).

Despite these barriers, participants also identified strengths in self-care education. Practical lessons on basic hygiene, managing minor illnesses, and first aid were seen as particularly beneficial. A father emphasized, “The impact of teaching self-care education is to reduce the burden on teachers and parents after all because when children get this education from school they do not need to ask from parents and teachers as well.” (EM, Mother). Another participant highlighted the long-term benefits, stating, “The main impact is that you teach future generations…the right information passes on, which is quite important because we only have one body, and we need to be taught to look after it.” (GM, Father).

Some participants recognized the broader implications of self-care education for public health, noting that a well-educated population could reduce the strain on healthcare systems: “Well, you would like to think that you have a healthier society regarding self-care and common health issues …so that people can enjoy as active a life as possible for as long as possible.” (RF, Reception Class Teacher, Male).