Participatory approaches to health demonstrates a positive transformation of Health education. These approaches stray from a limiting form of education, as they reframe how we approach the curriculum. This contemporary move forward in education develops students 21st century pedagogy skills that promotes active participate in their learning (Welsh & Leahy, 2018).
Given participatory learning strategies are integral to the effectiveness of health education n programmes (Herbert and Lohrmann, 2011), it is staggering to see the scarcity of participatory pedagogies used to deliver the curriculum. As the traditional teacher dictated activities tend to remain heavily relied upon (Cahill et al., 2014). Cahill and colleges (2014) conducted a study across 75 Australian schools to find that a mere 6% of educators used a participatory approach to education almost every lesson, and 54% of educators used this approach a few times per year. Highlighting the need for more contemporary approaches in our schools. However, encouraging educators to adapt a participatory approach is only half the battle, as it must be ensured that the intervention is delivered effectively.
When implemented correctly, promoting students to take ownership and responsibility of their learning will consequently lead to greater academic achievement. However, commonly due to a lack in understanding the framework, schools implementations are not as effective as their potential (Cahill et al., 2014). It seems that participatory approaches are often not implemented in an effective and engaging way that provokes genuine participation from the students (Carlsson & Simovska, 2012).
Educators identified that their relationships with students and their level of confidence about classroom management influenced their choice of learning activities. Hence, developing positive teacher student relationships and effective class management skills would lead to a more successful participatory program. Additionally, some teacher may find it challenging to shift from norms which favour teacher-student interactions but offer few opportunities for student–student interactions (Cahill et al., 2014). Teachers have acknowledged that training in the use of participatory pedagogies, in addition with guided teacher resources had an influence on the motivation and readiness to incorporate these strategies (Cahill et al., 2014). Therefore, school wide teacher education is required to equip the teachers with successful frameworks and cognitive skills required for successful implementations of participatory approaches.
In my own experiences, I have noticed that teachers often depend on teacher directed learning, particularly in VCE. In the latter years of school time constraints are at their highest, and understandably perhaps the most efficient option would be a didactic approach to teaching. However, with this emphasis on quantity of learning outcomes, the quality of learning is often overlooked. Looking back on my own schooling, the best learning experiences occurred when I was given the freedom to explore and the ability to collaborate with my peers. Just because the traditional approaches may be familiar, it does not mean that the teachers of today have to abide by them. Educators are given the platform to be creative and different, the opportunity to push for the evolution of health education. Educators must steer towards these contemporary approaches that encourages students and teachers to work together.
A Participatory Approach to Health Education 