The Results of The Development of Sustainable Health Literacy Schools in Talad Subdistrict, Mueang District, Maha Sarakham Province

Abstract

This action research aims to study the results of the development of sustainable health literate schools in Talad Subdistrict, Mueang District, Maha Sarakham Province. The study involved two participant groups from four schools in Talad Subdistrict. The first group comprised 2,540 students selected through simple random sampling from a total 4,601 students, who were assessed using health literacy and health behavior instruments. The second group concisted of 60 school health promotion committee members who participated in the development process, evaluated through the Health Literacy School (HLS) assessment tool and focus group discussions. Data were analyzed using descriptive statistics. Among all students, 1,760(69.29%) had well-proportioned, 108 (4,25%) were obese and 157 (6.18%) were underweight. All students from Tesaban Burapa Phitthayakarn School (n= 331, 100%) passed both health knowledge/ beavior and health literacy assessment, with 210 students (63.44%) achieving the Super Hero NuPETHS level and 121 students (36.56%) achieving the NuPETHS level. At Sarakham Phitthayakhom School, 935 students (95.51%) passed the assessment: 507 (51.79%) at the Super Hero NuPETHS level and 428 (43.72%) at NuPETHS level. Pra Kumar School had 457 students (94.81%) pass: 198 (41.08%) at Super Hero NuPETHS level and 259 (53.73%) at NuPETHS level. Maha Sarakham Kindergarten reported 318 students (42.51%) at Super Hero NuPETHS level and 386 (51.60%) at NuPETHS level. The development process of sustainable health literacy schools encompassed six key activities: 1) situation analysis; 2) action plan; 3) skill development for health literate schools, 4) health literacy enhancement 5) follow-up monitoring, and 6) lesson learned and evaluation. Key success factors included suportive policy and vision from school administrators, effective teamwork, strong networking, and active community engagement. This model demonstrates the feasbility of implementing sustainable health literate schools in community setting.