Health education teachers' views on supports and barriers to health education programs

Purpose Health education (HE) is an integral component of supporting students' overall well-being. However, teachers have identified concerns related to teaching HE. To understand these concerns, this research examined multilevel supports and barriers to the implementation of HE. Design/methodology/approach Data were collected via an online survey (open-ended and closed-Likert scale questions) from 120 Canadian HE teachers. Findings Descriptive statistics analysis identified school administration, timetable/scheduling of HE, funding, resource availability, professional development opportunities, preparation time available, curricular preparation for other subjects, as both supports and barriers. Reflexive thematic analysis, on open-ended comments, determined supports and barriers on: (1) “how” HE is taught, (2) limited space or (home)room for HE and (3) unbalanced priority and value scale of school curricula. Originality/value Drawing on ecological systems theory and comprehensive school health frameworks, we offer insight into how existing barriers can be addressed and how existing support might inform future advocacy efforts to strengthen HE in schools.