Raising the profile of health and well-being education in teacher training: the challenges and successes of introducing a skills-based ‘Health Day’ for pre-service teachers at the University of Southampton

This paper describes the practical implementation, content and evaluations, from 2012 and 2013, of a ‘Health Day’ for pre-service teachers, including the effects on their confidence, knowledge, awareness and attitudes towards health and well-being/Personal Social Health and Economic Education (PSHE). The Health Day is one component of the health and well-being education curriculum of post graduate teacher training courses that aims to improve the public health competencies of pre-service teachers. Trainee teacher and facilitator feedback by written evaluations using a structured evaluation form captured both quantitative and qualitative data that are used to illustrate the successes and challenges of the Health Day. The Health Day has helped to equip over 1000 pre-service primary and secondary teachers over 3 years with knowledge, awareness, skills and confidence that have facilitated positive attitudes towards their roles as health promoters, and their teaching of PSHE education. Qualitative findings indicate that pre-service teachers at Southampton develop an understanding of the complexity of school health education and the roles of the health, education and voluntary sectors with respect to school health and well-being. It has also been noted that inter-sectoral and multi-agency networks are essential in developing and delivering this curriculum. The increase in joint working reflects the changing landscape of public health and education policy and has facilitated positive outcomes for the pre-service teachers and for their future careers as health promoters. This model has the potential to ultimately improve the health and well-being education for pre-service teachers and their pupils as one strategy to help reduce health inequalities.