Inclusion of Health Education in School Curriculum: A Study on its Positive Impact on Children's Quality of Life and Reduction of Medical Costs

Running head: DISSERTATION
DISSERTATION
Name of the Student:
Name of the University:
Author Note:

1DISSERTATION
Abstract:
Incorporation of health education in school level has been found to be effective in terms of
promoting health and wellness among children. A high rate of school dropouts and absence from
regular school shows the seriousness of physical health concern. To a great extent, studies prove
that the health issues arise on account of avoidable injury and infections. In this regard, inclusion
of emergency first aid techniques such as CPR, infection remediation has been found to be
extremely effective. This research study evaluates the positive outcome of including health
education as a compulsory part of the school curriculum in UAE. The research study is based
upon a combination of systematic review and qualitative study design. The results show that
inclusion of health education could effectively enhance the quality of life in children and at the
same time also reduce related medical expenditure. The findings of the research study serves as a
platform for further studies in the related subject.

2DISSERTATION
Table of Contents
Chapter 1: Introduction....................................................................................................................5
1.1: Introduction:.............................................................................................................................5
1.2:Background:...............................................................................................................................5
1.3:Problem Statement:....................................................................................................................9
1.4: Research Rational:..................................................................................................................10
1.5: Research Objectives:..............................................................................................................10
1.6: Research Question:.............................................................................................................11
Chapter 2: Literature Review.........................................................................................................12
Health education in school:...........................................................................................................16
Health education for infection control:..........................................................................................19
Health education and Medical cost Reduction:.............................................................................21
Summary:.......................................................................................................................................23
Literature Gap:...............................................................................................................................24
Chapter 3: Methodology................................................................................................................25
3.0 Introduction..............................................................................................................................25
3.1 Research onion.........................................................................................................................26
3.2.2 Justification for choosing realism research philosophy:.......................................................29
3.3 Research methodology.............................................................................................................30
3.3.1 Research approach................................................................................................................30
3.3.2 Research approach for data collection:.................................................................................31
3.3.3 Justification for selecting qualitative research approach for data collection:.......................32
3.3.4 Research approach for data analysis:....................................................................................32
3.3.5 Justification for selecting inductive research approach for data analysis.............................32
3.4 Research Design......................................................................................................................33
3.4.1 Description of various research design.................................................................................33
3.4.2 Justification for selecting exploratory research design:........................................................33
3.5 Rationale for research..............................................................................................................39
3.6 Ethical consideration...............................................................................................................40
Chapter 4: Data Analysis...............................................................................................................42

3DISSERTATION
4.1 Introduction..........................................................................................................................42
4.2 Qualitative Data Analysis....................................................................................................42
4.2.1 Contextual Data Analysis.....................................................................................................42
4.2.2 Interview Data Analysis.......................................................................................................45
References:....................................................................................................................................59
Appendix:......................................................................................................................................72
Transcript for semi-structured interview.......................................................................................72

4DISSERTATION
Chapter 1: Introduction
1.1: Introduction:
Children experience rapid growth and development and possess a sensitive immune
system. The prevalence of diseases in children aged between 5 to 17 years is extremely common
across the globe (Black et al. 2017). Some of the common diseases reported to affect children
globally include gastrointestinal disorders, malaria, diarrhea, chicken pox, jaundice and
Cardiopulmonary Resuscitation (Brittoet al. 2017). Among the leading nations of the world, the
gulf countries have been reported to host a large number of diseases that affect children.
Research studies indicate that higher death rate of children in Abu Dhabi is extremely common
on account of physical health disorders (Campbell et al.2014).Further it should be mentioned
here that according to statistical evidences, the prevalence of chronic inflammatory diseases and
respiratory diseases in children based at UAE is extremely high (Colaket al. 2013). Evidences
state that approximately, 13.6% of school children based at UAE suffer from Asthma and other
cardiopulmonary disorders (Gordon and Browne 2013). Further, research papers have revealed
that more than 25% of deaths in school going children occur on account of cardiopulmonary and
respiratory infections (Jennings et al.2013). The second leading cause of death is attributed to
injury and accident with a prevalence rate of approximately 17% (Jennings et al. 2013). In this
regard it can thus be stated that medical health awareness and education could play an integral
part in controlling the devastating scenario.

5DISSERTATION
1.2:Background:
In light of the global status it can be said that inclusion of early healthcare education in
school is gaining increasing importance with reference to changing world scenario (Kowash
2015). A strong emphasis is being laid upon the social health determinants along with the need to
spread awareness about health and wellness (Loneyet al. 2013). It has been suggested by the
researchers that a standard early education curriculum must focus on the overall development
and wellbeing of the children. In close association to the conceptual framework of overall
development and wellbeing two important factors that include, physical and mental wellness is
considered. Imparting health education in relation to factors such as hygiene, nutritional needs
and healthy lifestyle has been given utmost importance with respect to early childhood
education. It should be noted here that developed countries such as USA, China, Japan and
Germany have focused on the mandatory inclusion of health awareness programs as a part of the
school curriculum (Moss et al. 2013). It has also been evidently portrayed in research studies that
inclusion of health education as a part of the school curriculum nurtures healthy and proactive
adults in future.
Further, it should be mentioned here that education curriculum in Australia includes
health and hygiene related practices at the pre-primary level. It is believed that imparting
knowledge about the maintenance of health and hygiene can lead to a positive and healthy
upbringing. Health can be affected at any stage of life and delivering health awareness education
from the early stage of life can promote healthy transition in children from childhood to
adolescence. The rationale behind the inclusion of health education in the early childhood phase
includes paying attention to the sensitive immune system of the developing children.Statistical
evidences state that more than 55% of child health issues are primarily due to lack of awareness

6DISSERTATION
and proper education in relation to health and wellness (Pecoraet al. 2017). Further, research
studies have also shown that more than 65% of health and hygiene related information can be
delivered to the children within an academic environment (Pecoraet al. 2017). This would
contribute largely in the reduction of health related issues and also help in controlling contagious
infections. In addition to this, it should also be noted here that the remaining approximately 35%
of awareness education can be dispensed by the family members and the socio-cultural
environment within which the child is brought up. Therefore, in this regard it can thus be stated
that inclusion of a positive curriculum that would comprise of health and hygiene related
education and awareness measures would effectively help in the improvement of the quality of
life of the children and the reduction in the involved medical cost.
Health education aims to build up upon the knowledge imparted to the students about
maintaining skills and a positive attitude towards health. It is pivotal to note here that knowledge
absorbed during the early childhood phase helps in shaping the future of the children (Song et al.
2017). Health education involves the use of a wide range of academic resources through which
awareness about making the correct lifestyle choices in dispensed to the children. Some of the
subjects covered include, importance of maintaining hand hygiene, regulating the dietary
behavior, inclusion of physical fitness regime, prevention of injury and quick first aid. Strong
emphasis is laid on the above mentioned subjects while designing a health awareness curriculum
for elementary children (Loneyet al. 2013). The subjects covered while framing an appropriate
curriculum for the secondary students include combating alcohol and drug addiction, mental and
emotional health, sex education and active living.
In addition to this various nations across the world are funded by the government and
other support organizations so as to actively engage in the promotion of health education in

7DISSERTATION
disabled child and children with special needs. Studies have revealed that schools that follow an
effective health awareness education as a part of the academic curriculum have students who are
proactive and perform well in academics (Moss et al. 2013). Studies have also suggested that
children who are trained in health education have improved concentration power and better
problem solving skills (Kowash 2015). It is important to understand here that the concept of
including health education in schools is not merely restricted to children but also to the educators
and the support professionals who are engaged in conducting the sessions. On an average there
are numerous support organizations that offer informative workshops conducted by qualified and
experienced professionals who engage educators and instructors of different schools (Gordon
and Browne 2013). In these workshops, the factors that play a crucial role in the development of
a health awareness curriculum are strongly outlined.
It should further be noted that the inclusion of health education in schools depend upon
the target age group of the children. For instance, it can be said that while educating the children
at the pre-primary level an enhanced focus on maintaining minimal hygiene is administered
through instructions (Colaket al. 2013). This could possibly include, teaching the little kids to
wash their hands before and after their meals and enlighten them about the importance of
maintaining hand hygiene. Other factors such as getting the nails trimmed in order to avoid the
growth of germs and thoroughly washing a fruit before consuming it are briefed to the children at
this level through informative posters and presentations (Jennings et al. 2013). While dealing
with secondary level children, it is extremely important for the instructors to be able to relate to
the psychology of the children at that stage. It should be noted that secondary level students
belong the age group of 13-17 years and undergo major hormonal changes. While dealing with
students of this age group, educators should actively deal with topics such as maintenance of