Long Live Love. The implementation of a school-based sex-education program in the Netherlands

L. Schutte, R.M. Meertens, F.E.F. Mevissen, H. Schaalma, S. Meijer, G. Kok

Research output: Contribution to journalArticleAcademicpeer-review

4 Citations (Scopus)

Abstract

Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs.
Original languageEnglish
Pages (from-to)583-597
Number of pages15
JournalHealth Education Research
Volume29
Issue number4
Early online date10 May 2014
DOIs
Publication statusPublished - Aug 2014

Keywords

  • HEALTH TEACHING MODULES
  • PREVENTION CURRICULUM
  • SECONDARY-SCHOOLS
  • TEACHERS
  • DIFFUSION
  • INTERVENTION
  • ANTECEDENTS
  • PREDICTORS
  • BEHAVIOR
  • ADOPTION

Cite this

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title = "Long Live Love. The implementation of a school-based sex-education program in the Netherlands",
abstract = "Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs.",
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Long Live Love. The implementation of a school-based sex-education program in the Netherlands. / Schutte, L.; Meertens, R.M.; Mevissen, F.E.F.; Schaalma, H.; Meijer, S.; Kok, G.

In: Health Education Research, Vol. 29, No. 4, 08.2014, p. 583-597.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Long Live Love. The implementation of a school-based sex-education program in the Netherlands

AU - Schutte, L.

AU - Meertens, R.M.

AU - Mevissen, F.E.F.

AU - Schaalma, H.

AU - Meijer, S.

AU - Kok, G.

PY - 2014/8

Y1 - 2014/8

N2 - Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs.

AB - Implementation of health education programs is often inadequately considered or not considered at all in planning, developing and evaluating interventions. With the focus being predominantly on the adoption stage, little is known about the factors influencing the implementation and continuation stages of the diffusion process. This study contributes to the understanding of factors that promote or impede each stage of the diffusion process in the school setting using the sex education program Long Live Love (LLL) as an example. A survey integrating different diffusion-related concepts was completed by 130 teachers. Results showed that teacher curriculum-related beliefs were associated with all stages in the diffusion process. Although adoption of LLL was predominantly related to teacher curriculum-related beliefs, implementation completeness and fidelity and continued use of LLL were also enhanced by contextual factors, namely teacher training and interactive context variables (school policy, governing body support and student response), respectively. The results of this study can be used to optimize the adoption, implementation and continuation of school-based (sexual) health promotion programs.

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KW - SECONDARY-SCHOOLS

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KW - INTERVENTION

KW - ANTECEDENTS

KW - PREDICTORS

KW - BEHAVIOR

KW - ADOPTION

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