Roles, Needs, and Participation of Stakeholders in Student Health Promotion: A Case Study from Thai-Cambodian Border Communities
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Abstract
Objective: To examine the roles, needs, and participation approaches of stakeholders in school health promotion programs in the Thai-Cambodian border community.
Methods: A sequential explanatory mixed-methods research design was employed with 50 participants from five stakeholder groups: healthcare personnel, teachers, parents, community leaders, and Buddhist monks (10 participants per group). Data were collected through in-depth interviews and focus group discussions. Qualitative data were analyzed using thematic content analysis, while quantitative data were analyzed using descriptive statistics. Triangulation was employed for validation, and data integration followed the ACTIVE framework.
Results: Stakeholders exhibited distinct yet complementary roles. Healthcare personnel provided services and health education, requiring integrated surveillance systems (90%). Teachers managed health education and student care, requiring culturally appropriate learning materials (95%). Parents served as primary caregivers, requiring accessible health information (90%). Community leaders coordinated and mobilized resources, requiring clear structural mechanisms (85%). Buddhist monks provided spiritual guidance and raised health awareness, requiring integration of health messages into religious activities (85%). Four participation strategies emerged: (1) multi-sectoral networks at sub-district level (92%), (2) integrated communication systems (88%), (3) culturally-responsive health activities (85%), and (4) monitoring and evaluation frameworks (90%).
Conclusion: Effective school health promotion in Thai-Cambodian border communities requires integrated stakeholder participation through culturally-appropriate mechanisms. This study presents an evidence-based framework for developing sustainable health promotion interventions in similar cross-cultural border contexts.
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References
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