Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

Abstract

ABSTRACTBackgroundThe context in which school‐based health‐promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation.MethodsUsing data from PromeSS, a cross‐sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health‐promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One‐way ANOVA with post‐hoc Tukey‐Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood.ResultsFactor loadings supported the content of the school culture measures and Cronbach's alpha indicated good reliability (range: 0.68‐0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased.Implications for School Health Policy, Practice, and EquityImplementation of health‐promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement.ConclusionThe measures developed herein can be used to investigate school culture and interventions for health equity.