Table 5 Characteristics of factors involved in implementing school health policies in the three countries
“Produce changes in policy & practice” (Whitman, 2009) | Extracted factors | |||
|---|---|---|---|---|
No. | Name of factor | FSM | RMI | ROP |
1 | Vision and concept/international guidelines | #1: Lack of school health policy (−) | #1: Lack of school health policy (−) | #1: Lack of school health policy (−) |
#1: Memorandum of Understanding of School Health Program (+) | ||||
2 | Dedicated time and resources | |||
3 | Stakeholder ownership and participation | |||
4 | Team training and ongoing coaching/learning community | #2: Effect of establishing a manual for COVID-19 controls at schools (+) | #2: Effect of establishing a manual for COVID-19 controls at schools (+) | |
5 | Cross-sector collaboration | #2: Cooperation between the education and health sectors (+) | #1: Multi-sectoral approach in implementing youth policy (+) | |
#2: Cooperation between the education and health sectors (+) | ||||
6 | Champions and leaders at all levels | |||
7 | Data-driven planning and decision-making | #3: Youth policy focusing on specific health issues (+) | ||
8 | Administrative and management support | #2: Administrative and management support for COVID-19 controls (+) | #2: Administrative and management support for COVID-19 controls (+) | |
9 | Adapting to local concerns | |||
10 | Attention to external forces | |||
11 | Critical mass and supportive norms | |||
12 | Stage of readiness | |||
Novel factors of the study | #1: Promotion of decentralized education (+) | #3: Implementation of COVID-19 controls in the school community (+) | #3: Disaster management for the protection of students including response to infectious disease (+) | |