ReviewInternational journal of environmental research and public health2022
Evaluation of the Health Promoting Schools (CEPS) Program in the Balearic Islands, Spain.
Review in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- From Game to Gain: The Effect of Gamification on Students' Sporting Capital in Health-Promoting Schools.International journal of school health · 2026Article
- Evaluation of Health Promotion in International Schools Using the Schools for Health in Europe (SHE) Rapid Assessment Tool.Healthcare (Basel, Switzerland) · 2025Article
- Self-Perceived Health, Mood, and Substance Use Among Adolescents: An Analysis to Enhance Family, Community, and Mental Health Care.Healthcare (Basel, Switzerland) · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo evaluate the structure, process, and results obtained by the CEPS Program.
methodsWe combined quantitative and qualitative methods. We reviewed our databases, the health projects and reports sent by the schools, and the notes taken during the assessment visits to the schools. We included all the schools participating in the CEPS Program between 2014-2015 and 2018-2019 for structure purposes, but only those participating for at least two years for the process and results. We used a descriptive analysis as well as a content analysis.
results84 schools participated in the CEPS Program. Attrition (24%) occurred mainly after the first year. Most schools performed at least one situation analysis (88.1%) and had at least one teacher trained (73.8%). One of three obtained a certificate (35.7%) or grant (38.1%). For the process and results, we selected 44 schools. Teachers' participation stood out (61.4% transformative and 38% representative) over the participation of other agents. The coordination of the health committee with other committees and with other local resources was a crucial element. Of the schools, 40.9% had high quality projects, 50% medium, and 9.1% low. Of the schools, 40.9% showed positive health results.
conclusionWe identified the characteristics of high-quality health-promoting schools.
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Registered trials
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