Given rises in childhood obesity, schools have been asked to assume a more prominent role in affecting youth health. Top down, adult-led curricular and environmental reforms have proved successful, but many also suggest that bottom-up, youth-led initiatives might further cement school health reforms. However, there is presently a dearth of studies analyzing youth-led school health change, especially at the elementary level. Therefore, the purpose of this study was to examine elementary students’ perceptions of participating on a student-led school health improvement team. Health ecology theory guided this research, specifically the concept of reciprocal determinism which examines the dialectic between youth involvement, health environment reform and youth outcomes.
Method:
One Midwestern, suburban elementary school formed a student-led school health improvement team, focusing on healthy eating and physical activity, which consisted of nine third and fourth graders guided by two adult co-advisors. The team executed the following process: completion of a school health assessment, identification of needed improvements, and the execution of six initiatives to enhance the school health. During the process, data collection included: nineteen interviews with student team members (8 students twice, 1 student once) and co-advisers (once each), a student survey about their perceptions of eating healthy and physical activity, four non-participant observations of team meetings and reform initiatives. Data were analyzed following a recurring 12-step constant comparison process guided by grounded theory. Trustworthiness strategies included triangulation, peer-debriefing and member checking.
Analysis/Results:
Across all three data sources, students reported that the leadership experience significantly impacted them in three key ways: 1) improved leadership skills (taking on responsibility, assuming the position of role model, acquiring presentation and networking skills, and self-confidence in front of groups), 2) improvements in their own healthy eating and physical activity behaviors as outcomes of their emerging identities as role models, and 3) development of pride and motivation as healthy citizens themselves and as leaders impacting the health of others.
Conclusions:
Guided by health ecology theory, aside from changes in the overall school environment, this study documented additional reciprocal development for these youth leaders in the areas of leadership, enhanced eating and activity, and emotional satisfaction. The findings from this research suggest that team membership may positively impact youth, which could support the inclusion of students as leaders in future interventions. Youth-led health programs might encourage members to act as health role models as a way to build leadership skills.