# Developping Health-Promoting School in Alliance project: Mediation effects of life skills on health behaviours for French pupils aged 8-11 years old

Carine Simar, Marion Monier, Sophie Doridant, Philippe Cury, Raphaëlle Coudert-Chevreau, Didier Jourdan, Véronique Régnier Denois, Marine Genton, Julie Pironom

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## To cite this version:

Carine Simar, Marion Monier, Sophie Doridant, Philippe Cury, Raphaëlle Coudert-Chevreau, et al. "Developping Health-Promoting School in Alliance project: Mediation effects of life skills on health behaviours for French pupils aged 8-11 years old." 17th European Public Health Conference 2024: Sailing the waves of European public health: exploring a sea of innovation, Nov 2024, Lisbon, Portugal. [https://uca.hal.science/hal-04786951v1](https://uca.hal.science/hal-04786951v1). hal-04786951

HAL Id: hal-04786951

Submitted on 16 Nov 2024

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## BACKGROUND

2019

Alliance

2025

### Alliance program :

**10000 children / 500 teachers / 101 schools / 97 municipalities**

* ✓ Action research promoting the well-being of primary school pupils

* ✓ Training and support for teachers to implement actions that promote health

* ✓ Development of life skills and health literacy among pupils

* **Health Inequalities:** The health behaviours of young people are marked early on by social and territorial inequalities

* **Health-Promoting School:** This approach aims to improve pupils' health behaviours

* **Mediating Effect:** Life skills and health literacy could mitigate the impact of socio-economic status on pupils' health

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Actual research-based models propose a comprehensive approach to well-being at school that goes beyond the school context alone

DREES, 2015, 2019; Langford, 2015; WHO, 2021; MEN, 2018,2021; Lee, 2014; Cnesco 2024. Baudoin & Galand, 2021.

## METHODS

* Quantitative data collected by questionnaires from 3107 pupils and 243 teachers at the beginning of the project (T0, 2019)

* Pupils: relationships, violence, health habits, life skills, literacy

* Teachers: perceptions and practices in health education, characteristics

* Dimensions on health behaviours identified by PCA: relationships with adults of school, relationships with peers, violence perceived and suffered, consumption behaviours x 2 (one relative to screens, junk food and sleep [1], one for fruits and vegetables, physical activity and oral hygiene [2]), oral health

* Analysis of the mediating role of life skills on factors influencing pupils' health behaviours

Pupils: gender, grade, family affluence scale [FAS];

Schools: rural/urban, social positioning index [PSI], public/private

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Emotional recognition, Anger attribution bias, Helping others, Getting help, Resolving conflicts, Emotional regulation, Persistence, Shallow cognitive strategy, Self-regulation

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## How could the development of educational practices promoting health and strengthening protective factors, such as life skills, play a mediating role between pupils' health behaviours and pupils' and schools' characteristics?

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## RESULTS

### Bivariate correlations

* Overall health behaviours are positively and moderately correlated with life skills (0,08 < r < 0,33) except that of anger attribution bias

* Relationships with adults has the strongest correlations

* Oral health has the lowest correlations and only with 3 life skills out on 9

* All pupils' and schools' characteristics except rural/urban are correlated to a lot of life skills

<table><caption>### Mediating effects of life skills between pupils' health behaviours and pupils' and schools' characteristics</caption><thead><tr><th></th><th>Relationships with Adults</th><th>Relationships with Peers</th><th>Violence</th><th>Consumptions [1]</th><th>Consumptions [2]</th><th>Oral health</th></tr></thead><tbody><tr><th>Gender</th><td>N: 7<br>R: 6%-29%</td><td>N: 7<br>R: 20%-31%</td><td>N: 7<br>R: 5%-14%</td><td>N: 7<br>R: 5%-14%</td><td>N: 7<br>R: 53%-67%</td><td>N: 3<br>R: 6%-12%</td></tr><tr><th>School grade</th><td>N: 2<br>R: 24%-33%</td><td>N: 2<br>R: 12%-15%</td><td>N: 3<br>R: 4%-30%</td><td>N: 3<br>R: 44%-54%</td><td>N: 3<br>R: 9%-11%</td><td>N: 1<br>R: 21%</td></tr><tr><th>FAS</th><td>N: 6<br>R: 21%-28%</td><td>N: 6<br>R: 9%-29%</td><td>N: 6<br>R: 9%-23%</td><td>N: 6<br>R: 27%-40%</td><td>N: 6<br>R: 4%-15%</td><td>N: 2<br>R: 21%-26%</td></tr><tr><th>PSI</th><td>N: 2<br>R: 16%-24%</td><td>N: 2<br>R: 83%-93%</td><td>N: 3<br>R: 3%-10%</td><td>N: 3<br>R: 2%-10%</td><td>N: 3<br>R: 8%-13%</td><td>N: 2<br>R: 5%-7%</td></tr><tr><th>Public/ Private</th><td>N: 4<br>R: 36%-44%</td><td>N: 4<br>R: 44%-81%</td><td>N: 5<br>R: 8%-24%</td><td>N: 4<br>R: 8%-18%</td><td>N: 4<br>R: 26%-52%</td><td>N: 1<br>R: 26%</td></tr><tr><th>Rural/ Urban</th><td>N: 1<br>R: 33%</td><td>N: 1<br>R: 62%</td><td>N: 1<br>R: 12%</td><td>N: 1<br>R: 15%</td><td>N: 1<br>R: 84%</td><td>N: 1<br>R: 96%</td></tr></tbody></table>

N: Number of life skills mediating the relation

R: Range of life skills mediating (indirect) effect (in %)

▲ Direct and indirect effects have opposite signs

★ Direct effects are not significant

## CONCLUSION

* Life skills are positively correlated to health behaviours

* Life skills have a mediating effect on all health behaviours

* Except for gender, mediating effects are stronger for relationships with adults of school and consumption behaviours relative to screens, junk food and sleep

* Effects of schools' characteristics on relationships between peers are strongly mediated by life skills

* Overall, social life skills have more often significant mediating effects than cognitive or emotional skills

### The existence of a mediating effect of life skills demonstrates the relevance of the development of life skills through the development of educational practices promoting health and health-promoting schools