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Navigating School Health Research:
A Resource Guide for Researchers, Schools, and School Boards
June 2008
Donna Murnaghan, RN, MN Associate Professor School of Nursing, University of Prince Edward Island Director of Programs and Partnerships, Prince Edward Island Health Research Institute
Debbie MacLellan, PhD Professor, Family and Nutritional Sciences, University of Prince Edward Island
Gail McVey, PhD, C.Psych Health Systems Scientist, Community Health Systems Resource Group, The
Hospital for Sick Children
Karen Chad, PhD Associate Vice President of Research, University of Saskatchewan
Professor, College of Kinesiology, University of Saskatchewan
Sarah Collier, BA Research Assistant, Community Health Systems Resource Group, The Hospital for Sick Children
Acknowledge the assistance of:
Beverly Gerg, BA, MAHSR, Colin Campbell, BSc, and Tasha Herrell, BA
This project was funded by the Canadian School Physical Activity and Nutrition Network (CANSPANN), Steve Manske and Larry Brawley.
A) Introduction Page 1
B) Sections
1. Initiating School Health Research: Getting Started
1. Developing Partnerships Page 2
2. Getting School Boards and Schools Involved Page 3 • Sample A – School Board Information Letter • Sample B – Principal Information Letter • Sample C – Study Outline
3. Teacher, Parent, and Student Recruitment Page 8 • Sample D – Parent/Guardian Information Letter • Sample E – Teacher Information Letter
4. Active and Passive Consent Page 11 • Sample F – Active Parent/Guardian Consent Form • Sample G – Passive Parent/Guardian Consent Form
2. What School Boards Want to Know
1. Benefits of Research: Student, School & Community Page 14
2. Addressing School Burden Page 14
3. Ethics Page 15
3. What Researchers Need to Know
1. Key Components of School Board Proposals Page 16
2. Research Methodology Page 17
3. Exchanging Knowledge Page 18 • Sample H – School Board Feedback
4. Sustaining School Partnerships Page 20
C) Appendices 4.1 Appendix A – National Resources Page 22
4.2 Appendix B – University Ethics Submission Page 23
4.3 Appendix C – School Feedback Report Page 35
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A) Introduction
Schools have become well-recognized locations to conduct health research and implement programs due to a diverse demographic group of children aged six to 18. In addition, healthy behaviours are developed and reinforced in the school setting that target multiple areas (eating behaviour, physical activity, mental health, injury prevention, etc.) through multiple mechanisms (curriculum, physical education, policies, role modeling, and other social and physical aspects of the school climate, etc.). These mechanisms are, in part, created by the research that is undertaken to learn how to effectively provide a healthy school for students. Currently, there are two primary national school health research initiatives, the Youth Smoking Survey and the Health Behaviour of School-Aged Children Survey. In addition, there are many grant-funded research projects that are being undertaken in schools by research teams across Canada
Why Schools?Schools as research sites are favourable because they
provide researchers with access to a larger sample of participants in comparison to research conducted in the community. School health research requires a true collaborative partnership. This involves two-way communication between the researchers and the school community, and often insight into what each group requires and expects in order for high-quality research to be conducted. Unlike other research settings where there are one or two communication links between the researchers and participants, communication within school-based research is much more complex. Contact is often made between researchers and teachers, students, parents, and the local department of education. Although this partnership is much more time-intensive, it is beneficial to all parties involved.
Purpose of GuideThe purpose of this document is to share practical and standard guidelines and
processes for conducting school health research, which make managing a school health research initiative more transparent. The guide is particularly relevant for new researchers who are conducting research in the school system with the intent to provide an overview of what is expected as well as what has been successful in the past. School boards and schools will also find this guide beneficial, specifically when a researcher first approaches school administration to introduce their project. It is prudent to help facilitate a seamless continuity between the research and school communities, given the advantages of sound research – particularly when that translates into improvements for the participants, school, and/or community. Also, there are often transitions within both the research and school communities, which would benefit from a manual to help them understand the processes and guidelines that their peers have been following.
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1. Initiating School-Based Research: Getting Started
Schools are critical settings for conducting systematic research that contributes to the health of the population. A lot of time and resources are necessary to identify the most acceptable processes, procedures, and methodologies. This will yield high-quality rigorous research. The purpose of this roadmap is to provide sample documents designed to help researchers and schools adopt acceptable processes and procedures for accessing schools in order to conduct high impact health research.
1.1 Developing Partnerships
Identify local, provincial, or national stakeholders who are mandated to conduct health-related activities within the school setting (e.g. public health agencies, healthy school coalitions, provincial associations), or school health coordinators hired by the Ministry/Departments of Health and Education (see Appendix A for a list of national resources).
Find ways to integrate research goals with existing health promotion initiatives led by outside organizations. This will enhance the consistency of health promotion messages being delivered to the school and will assist with the knowledge translation of research findings.
Sustain contact with local, provincial, or national partners.
Organizations who work with schools to help promote the health of students may have important tips to share on ways to facilitate research. Schools themselves may
be more receptive to researchers who are knowledgeable of their affiliate organizations. They may be able to identify strategies/initiatives with which to
align research.
Maintaining contact with these organizations permits researchers to keep informed about the changing priorities of the schools. Researchers are invited to be
active members on community-based coalitions. This fosters exchange of
knowledge and expertise, which leaves the door open for future collaborative research
endeavors.
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1.2 Getting School Boards and Schools Involved
School boards, also called school districts in some jurisdictions, are the researcher’s access point to the schools.
Contact local school boards to inquire about their specific application requirements to gain entry into the school (research and assessment departments, ethics boards).
Some communities might require that certain governing bodies are contacted prior to school board approval (aboriginal communities may require group consensus).
Some schools or school boards require that you go through the principal first in all stages of your research. Other schools might have a principal who prefers that you speak directly with the teachers before proceeding with your study.
If possible, frame your research project to meet the priority of the school and/or school board.
Having a school board informed and invested in the research is invaluable to the
success of the research-school relationship as well
as the research itself.
In the case of longitudinal research (where you require return visits to the school throughout the academic year), it is important to note that there may be a change in administration (principal or vice principal), which can disrupt the continuity of your
research project, particularly if the new administration has different views on how you should proceed in contacting study participants. Where possible, a written agreement for
completion of the full project would be helpful.
Some school health agencies conduct surveys to learn about the current priorities of each school. Knowledge of this information can help with the recruitment of schools.
Link, where possible, the research outcome variables with the provincial learning-related outcomes or to the Ministry/Department of Education’s Learning Objectives.
(e.g. readiness to learn, educational achievement, feelings of connectedness/engagement within the school community).
The linkage can help foster buy-in from schools. (For Ontario – http://www.edu.gov.on.ca/eng/curriculum/elementary/grades.html)
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How to contact school boards:
The first step a researcher needs to take is to send an information letter to the school
board and then follow up with a face to face meeting. In the letter it is important to
include the following points:
• Title of the research project
• Affiliated university
• Funding agency
• Size of the study
• Recruitment of Participants
• Time commitment of participants
• Purpose of the study
Sample items are from a number of separate studies
• Sample A - School Board Information Letter
• Sample B - Principal Information Letter
• Sample C - Study Outline
The decision of a school board to accept your proposal to conduct research does not guarantee your entry into the schools themselves.
The final decision is up to the individual principal within each school.
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Sample A - School Board Information Letter
Insert Date
School Board Address
Dear [Name],
I am seeking your cooperation and participation in conducting a research study in the [Name] School District at [Name] [Level of School] School. The study has been developed by researchers working at [Name of University], and is supported by funding from the [Name of Funder]. This is a validation study from a previously approved study titled, “Study Name”. This study will involve a total of [Number of Students] (grades ____) participating during class-time in [insert time needed] [survey/focus groups/other] with fellow students. Each [survey/focus group/other] will be conducted on-site at the participating school.
The purpose of this study is to validate previous findings and to obtain further in-depth information on the reasons why some adolescents smoke while others do not. This information will be used in the development of new and hopefully more effective programs for prevention and cessation in adolescents.
Student participation in these studies is on a voluntary basis. All participants are free to withdraw from the study at any time without penalty. Teachers must also be given the option to decide if their class will participate. Teachers have the freedom to withdraw their class from the study at any time without penalty. The research team will consult with the principal and with teachers to ensure that class disruptions due to this project are minimized, and that participating students are not penalized and are given the opportunity to complete any missed work. Students’ responses will be kept completely confidential, and no individual results will be made available to schools or other personnel. There are no anticipated risks associated with participation in this study. The final decision to participate in the study must be made by each individual, and students must also receive parental consent.
We would greatly appreciate the participation of [Name] [Level of School] School in this study. If you grant approval for [Name] [Level of School] School to be part of this study, please complete the attached consent form and fax it to me at [Fax Number]. Following your approval, we will start the process of recruiting the school. Enclosed are copies of the [University] Research Ethics Board documents required for conducting research in the [Name] School District. The final results of this work will be shared with the school board and the school principal.
If you have any positive or negative comments about participation in this research project, please contact the Office of Research & Development at [Phone Number], who will notify the [University] Research Ethics Board of your comments. If you have any questions about the research or any concerns about your participation please call me, [Name] at [phone number]
Sincerely,
[Name of principal investigator] [Name of project coordinator]
Sample A
– School Board Inform
ation Letter
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Sample A - School Board Information Letter
Insert Date
School Board Address
Dear [Name],
I am seeking your cooperation and participation in conducting a research study in the [Name] School District at [Name] [Level of School] School. The study has been developed by researchers working at [Name of University], and is supported by funding from the [Name of Funder]. This is a validation study from a previously approved study titled, “Study Name”. This study will involve a total of [Number of Students] (grades ____) participating during class-time in [insert time needed] [survey/focus groups/other] with fellow students. Each [survey/focus group/other] will be conducted on-site at the participating school.
The purpose of this study is to validate previous findings and to obtain further in-depth information on the reasons why some adolescents smoke while others do not. This information will be used in the development of new and hopefully more effective programs for prevention and cessation in adolescents.
Student participation in these studies is on a voluntary basis. All participants are free to withdraw from the study at any time without penalty. Teachers must also be given the option to decide if their class will participate. Teachers have the freedom to withdraw their class from the study at any time without penalty. The research team will consult with the principal and with teachers to ensure that class disruptions due to this project are minimized, and that participating students are not penalized and are given the opportunity to complete any missed work. Students’ responses will be kept completely confidential, and no individual results will be made available to schools or other personnel. There are no anticipated risks associated with participation in this study. The final decision to participate in the study must be made by each individual, and students must also receive parental consent.
We would greatly appreciate the participation of [Name] [Level of School] School in this study. If you grant approval for [Name] [Level of School] School to be part of this study, please complete the attached consent form and fax it to me at [Fax Number]. Following your approval, we will start the process of recruiting the school. Enclosed are copies of the [University] Research Ethics Board documents required for conducting research in the [Name] School District. The final results of this work will be shared with the school board and the school principal.
If you have any positive or negative comments about participation in this research project, please contact the Office of Research & Development at [Phone Number], who will notify the [University] Research Ethics Board of your comments. If you have any questions about the research or any concerns about your participation please call me, [Name] at [phone number]
Sincerely,
[Name of principal investigator] [Name of project coordinator]
Sample A
– School Board Inform
ation Letter
6
Sample B - Principal Information Letter
Insert Date
[Address]
Dear [Name],
We understand that [Name] has discussed our research study, [Name of Study]. We are writing today to thank you for your support of our study and to provide you with some details about the study.
As you are aware [outline issue being studied]. To better understand the reasons for [issue] and to develop strategies [address issue], we have designed a study that will increase our understanding of [the issue] in greater detail (i.e. barriers). Specifically we want to determine [insert study goals]. [Funding Agency] is funding this study. This research has also been approved by [Name] of the [Name] Public School Board.
We have attached a brief description of the study and the procedures and schedule that we would like to follow. We have reviewed the research study with [Name] and [he/she] has graciously agreed to work with us. In addition [he/she] has helped us to choose dates and classes that will minimize the disruption to the students and teachers involved. Once we have finished data collection and analysis we would be happy to give a presentation of the results to staff members at your school. In addition, a round-table meeting of participants, parents, teachers, and administrators will be held to discuss the results of our work. We anticipate that this roundtable will be held on the [Date].
As a ‘thank you’ to the staff and students at [School Name], we are pleased to offer [insert compensation used]. Also each student who participates in the study will be given a/an [insert compensation] as a token of our appreciation.
We will continue to liaise with [Name] regarding the study; however, if you have any questions or concerns about this project, please do not hesitate to contact [Name of Research Coordinator] at [Phone Number]. We look forward to working with your school on this exciting project.
Sincerely,
[Name of Principal Investigator]
Sample B
– Principal Inform
ation Letter
6
Sample B - Principal Information Letter
Insert Date
[Address]
Dear [Name],
We understand that [Name] has discussed our research study, [Name of Study]. We are writing today to thank you for your support of our study and to provide you with some details about the study.
As you are aware [outline issue being studied]. To better understand the reasons for [issue] and to develop strategies [address issue], we have designed a study that will increase our understanding of [the issue] in greater detail (i.e. barriers). Specifically we want to determine [insert study goals]. [Funding Agency] is funding this study. This research has also been approved by [Name] of the [Name] Public School Board.
We have attached a brief description of the study and the procedures and schedule that we would like to follow. We have reviewed the research study with [Name] and [he/she] has graciously agreed to work with us. In addition [he/she] has helped us to choose dates and classes that will minimize the disruption to the students and teachers involved. Once we have finished data collection and analysis we would be happy to give a presentation of the results to staff members at your school. In addition, a round-table meeting of participants, parents, teachers, and administrators will be held to discuss the results of our work. We anticipate that this roundtable will be held on the [Date].
As a ‘thank you’ to the staff and students at [School Name], we are pleased to offer [insert compensation used]. Also each student who participates in the study will be given a/an [insert compensation] as a token of our appreciation.
We will continue to liaise with [Name] regarding the study; however, if you have any questions or concerns about this project, please do not hesitate to contact [Name of Research Coordinator] at [Phone Number]. We look forward to working with your school on this exciting project.
Sincerely,
[Name of Principal Investigator]
Sample B
– Principal Inform
ation Letter
7
Sample C - Study Outline
Title of Study:Healthy Schools-Healthy Kids: A school program for students, parents, and teachers to promote self-confidence, positive body image, healthy eating, and active living in grade 6, 7, 8 students
Why are we doing this study? Many girls and boys have concerns about their body shape, which sometimes influences their eating and physical activity habits. There are many things that can influence a young person’s self-confidence and view of themselves such as TV, magazines, comments from others, teasing, or personal habits. We want to see if doing a program with everybody in your school will help you and your classmates learn ways to accept the body shape that you have and to eat and enjoy physical activity in a healthy way. We want to find the best way for students your age to build self-confidence and positive body image. We want to compare giving a program to not giving a program at all. Some schools will receive the program, and some schools will not receive any program.
What will happen during the study? If you decide to take part in the study, you will be asked to fill out a short survey, twice this year, and once again next year to find out if your opinions change over time. The survey will be given to you at the same time that students from other schools receive their surveys. The survey will ask your opinions about yourself, your eating habits, and your school. Your answers are private and will not be shown to your parents or to people at your school. Your surveys will be compared to the surveys of students who receive the program.
What is the program that schools will receive? Teachers will give students classroom activities on topics like media pressures, self-esteem, body image, healthy eating, active living, stress, relationships, peer pressure, and teasing.Students will be given handouts to take home to your parents about those topics.Parents will be invited to attend a presentation on those topics.Support groups for girls will be offered at their school designed to help girls cope with “being a girl in today’s society”.Students will get to see a play on problems that kids your age sometime have with their friends at school like peer pressure, teasing, and other pressures that teens might face at school.Students will be invited to take part in school-wide activities geared toward making the school a place where girls and boys feel equally comfortable to learn, play, and be active.
Sample C
– Study Outline
7
Sample C - Study Outline
Title of Study:Healthy Schools-Healthy Kids: A school program for students, parents, and teachers to promote self-confidence, positive body image, healthy eating, and active living in grade 6, 7, 8 students
Why are we doing this study? Many girls and boys have concerns about their body shape, which sometimes influences their eating and physical activity habits. There are many things that can influence a young person’s self-confidence and view of themselves such as TV, magazines, comments from others, teasing, or personal habits. We want to see if doing a program with everybody in your school will help you and your classmates learn ways to accept the body shape that you have and to eat and enjoy physical activity in a healthy way. We want to find the best way for students your age to build self-confidence and positive body image. We want to compare giving a program to not giving a program at all. Some schools will receive the program, and some schools will not receive any program.
What will happen during the study? If you decide to take part in the study, you will be asked to fill out a short survey, twice this year, and once again next year to find out if your opinions change over time. The survey will be given to you at the same time that students from other schools receive their surveys. The survey will ask your opinions about yourself, your eating habits, and your school. Your answers are private and will not be shown to your parents or to people at your school. Your surveys will be compared to the surveys of students who receive the program.
What is the program that schools will receive? Teachers will give students classroom activities on topics like media pressures, self-esteem, body image, healthy eating, active living, stress, relationships, peer pressure, and teasing.Students will be given handouts to take home to your parents about those topics.Parents will be invited to attend a presentation on those topics.Support groups for girls will be offered at their school designed to help girls cope with “being a girl in today’s society”.Students will get to see a play on problems that kids your age sometime have with their friends at school like peer pressure, teasing, and other pressures that teens might face at school.Students will be invited to take part in school-wide activities geared toward making the school a place where girls and boys feel equally comfortable to learn, play, and be active.
Sample C
– Study Outline
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1.3 Teacher, Parent, and Student Recruitment
It is important to include the principal, teacher, parent, and student information letters and consent forms with the information that you are sending to the school board. Including this information allows the school board to better understand how you will be communicating with the possible participants and also gives the school board the opportunity to review the material.
Correspondence is typically done through an information letter and consent form that is sent home with the students or mailed directly to parents.
Building relationships with the school teachers and staff can significantly increase a positive response rate from the parents and guardians.
It is advantageous for researchers to meet with teachers and staff to discuss the benefits and importance of the research and explain the consent forms and information letter.
Build rapport with teachers to increase respondent success. Use reminder cards, announcements during school, and reminders in school newsletters.
Typically parents of younger children are more apt to be informed of the research as they generally help their child with their homework and, therefore, help empty the child’s school bag. For older ages, it is important that the teachers remind the students to bring home their consent forms and inform them of the research to be translated to their parents.
Remember to include a stamped return envelope with a return address label.
How to include principals, teachers, and parents:
• Create a small group of students, parents, and teachers who meet regularly and are given the opportunity to give input, updates, and evaluations on the school-based research projects that are being conducted. This will allow the students, school, and community to feel that they are an integral part of the process.
• Celebrate milestones. When certain goals are achieved, be sure to acknowledge and celebrate these markers.
Sample information letters for teacher and parent recruitment are provided.
• Parent/Guardian Information Letter – Sample D • Teacher Information Letter – Sample E
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Sample D - Parent/Guardian Information Letter
Dear Parent:
This letter describes research I am conducting at your son/daughter’s school. I am a nurse researcher at the [Name of University]. We are interested in studying [description of study], and are requesting your permission to allow your son/daughter to participate in a [survey/discussion/focus group/other].
The objective of this study is to [insert purpose of study]. The information gathered in this study will provide a better understanding of [research topic], and will be critical in planning [insert prevention or treatment or knowledge that will result from this study].
Each student who volunteers for this study will be asked to participate in a [time] long [survey/focus group/other] of their [insert measured variable]. Approximately [insert number] student volunteers from [Name] Intermediate School will be invited to participate in these discussions. The students will be divided into four groups. [Surveys/Discussions] will take place during classroom time, and will be directed by a research assistant. The individual responses of students will be kept confidential by the researchers, and other participants will be asked not to disclose any information. No individual results will be made available to the school or other personnel. There are no anticipated risks associated with participation in this study. Students who participate will not be penalized for missing class time, and any class work missed will be covered in another manner. All students must obtain parental consent to participate in the study, and the student must agree to participate as well. The final results of this work will be shared with the school board and school principal. The data will be used to [state potential research benefit to school]
We have received permission from the school board and the principal of [Name] [School Level] School to conduct this research. The research has been reviewed and has been granted ethics clearance by the [University] Research Ethics Board. Approval from this board is based on their assessment that the study will create no risks to those who participate.
If you agree to allow your son/daughter to participate in this research, please return one copy of the completed consent form to the school teacher by Weekday, Month nth. Please keep the second copy for yourself. Your cooperation in permitting your son/daughter to take part in this research would be greatly appreciated. If you later decide not to participate, you or your son/daughter can withdraw at any time. There is no penalty of any kind if he/she does not participate. No student will be included in the research project if a parent or guardian declines his/her participation or if the student does not agree to take part.
If you have any positive or negative comments about participation in this research project, please contact the secretary at [Phone Number], and he/she will notify the chairperson of the [University] Research Ethics Board of your comments. If you have any questions about the research or any concerns about your son/daughter’s participation please call [Name of Principal Investigator] at [Phone Number].
Sincerely,
[Name principal investigator]
Sample D
– Parent / G
uardian Information L
etter
9
Sample D - Parent/Guardian Information Letter
Dear Parent:
This letter describes research I am conducting at your son/daughter’s school. I am a nurse researcher at the [Name of University]. We are interested in studying [description of study], and are requesting your permission to allow your son/daughter to participate in a [survey/discussion/focus group/other].
The objective of this study is to [insert purpose of study]. The information gathered in this study will provide a better understanding of [research topic], and will be critical in planning [insert prevention or treatment or knowledge that will result from this study].
Each student who volunteers for this study will be asked to participate in a [time] long [survey/focus group/other] of their [insert measured variable]. Approximately [insert number] student volunteers from [Name] Intermediate School will be invited to participate in these discussions. The students will be divided into four groups. [Surveys/Discussions] will take place during classroom time, and will be directed by a research assistant. The individual responses of students will be kept confidential by the researchers, and other participants will be asked not to disclose any information. No individual results will be made available to the school or other personnel. There are no anticipated risks associated with participation in this study. Students who participate will not be penalized for missing class time, and any class work missed will be covered in another manner. All students must obtain parental consent to participate in the study, and the student must agree to participate as well. The final results of this work will be shared with the school board and school principal. The data will be used to [state potential research benefit to school]
We have received permission from the school board and the principal of [Name] [School Level] School to conduct this research. The research has been reviewed and has been granted ethics clearance by the [University] Research Ethics Board. Approval from this board is based on their assessment that the study will create no risks to those who participate.
If you agree to allow your son/daughter to participate in this research, please return one copy of the completed consent form to the school teacher by Weekday, Month nth. Please keep the second copy for yourself. Your cooperation in permitting your son/daughter to take part in this research would be greatly appreciated. If you later decide not to participate, you or your son/daughter can withdraw at any time. There is no penalty of any kind if he/she does not participate. No student will be included in the research project if a parent or guardian declines his/her participation or if the student does not agree to take part.
If you have any positive or negative comments about participation in this research project, please contact the secretary at [Phone Number], and he/she will notify the chairperson of the [University] Research Ethics Board of your comments. If you have any questions about the research or any concerns about your son/daughter’s participation please call [Name of Principal Investigator] at [Phone Number].
Sincerely,
[Name principal investigator]
Sample D
– Parent / G
uardian Information L
etter
10
Sample E - Teacher Information Letter
Dear Teacher,
I am seeking your cooperation and participation in conducting a research study at [Name] [School Level] School. The study has been developed by researchers working at [Name of University]. This study is supported by funding from the [Funding Agency]. It is a validation study from a previously approved study titled, [Title of Study] in [year]. The present study will involve [Number of students] students participating during class-time in [time] long [focus groups/surveys] with fellow students.
The purpose of these studies is to obtain information on the reasons why [research question]. This information will be used in the development of new and hopefully more effective programs for [describe program briefly].
We are requesting your assistance in conducting the study by: (1) identifying suitable participants for these discussions based on selection criteria provided, (2) coordinating the distribution and collection of information letters and consent forms to parents, and (3) helping us to identify a suitable time for conducting the study. The participation of your class and of individual students is on a voluntary basis. If you do not want your class to participate in the study, please inform your principal. Classes and individual participants are free to withdraw from the study at any time without penalty. The research team will consult the principal and teachers to ensure that class disruptions due to this project are minimized, and that participating students are not penalized and are given the opportunity to catch up on any missed work. Student responses will be kept completely confidential, and no student results will be made available to schools or other personnel. There are no anticipated risks associated with participation in this study. The final decision to participate in the study must be made by each individual, and students must also receive parental consent.
This study has been approved by the Board of Education and the [Name] School District. The results of this work will be shared with the school board and the school principal. If you have any positive or negative comments about participation in this research project, please contact the Office of Research & Development at [Phone Number], who will notify the [University] Research Ethics Board. If you have any questions about the research or any concerns about your participation please call me, [Principal Investigator] at [Phone Number].
Yours truly,
[Name principal investigator]
Sample E
– Teacher Inform
ation Letter
10
Sample E - Teacher Information Letter
Dear Teacher,
I am seeking your cooperation and participation in conducting a research study at [Name] [School Level] School. The study has been developed by researchers working at [Name of University]. This study is supported by funding from the [Funding Agency]. It is a validation study from a previously approved study titled, [Title of Study] in [year]. The present study will involve [Number of students] students participating during class-time in [time] long [focus groups/surveys] with fellow students.
The purpose of these studies is to obtain information on the reasons why [research question]. This information will be used in the development of new and hopefully more effective programs for [describe program briefly].
We are requesting your assistance in conducting the study by: (1) identifying suitable participants for these discussions based on selection criteria provided, (2) coordinating the distribution and collection of information letters and consent forms to parents, and (3) helping us to identify a suitable time for conducting the study. The participation of your class and of individual students is on a voluntary basis. If you do not want your class to participate in the study, please inform your principal. Classes and individual participants are free to withdraw from the study at any time without penalty. The research team will consult the principal and teachers to ensure that class disruptions due to this project are minimized, and that participating students are not penalized and are given the opportunity to catch up on any missed work. Student responses will be kept completely confidential, and no student results will be made available to schools or other personnel. There are no anticipated risks associated with participation in this study. The final decision to participate in the study must be made by each individual, and students must also receive parental consent.
This study has been approved by the Board of Education and the [Name] School District. The results of this work will be shared with the school board and the school principal. If you have any positive or negative comments about participation in this research project, please contact the Office of Research & Development at [Phone Number], who will notify the [University] Research Ethics Board. If you have any questions about the research or any concerns about your participation please call me, [Principal Investigator] at [Phone Number].
Yours truly,
[Name principal investigator]
Sample E
– Teacher Inform
ation Letter
11
1.4 Active and Passive Consent:
Active consent requires the parent/guardian to return the consent form if they want their child to participate.
• Child takes home information letter and consent form OR consent form is mailed directly to parent • Parent signs form if consenting • Parent returns consent form in stamped envelope OR sends signed consent form back to teacher with child • Parent keeps a copy of the consent form • Researcher does not begin study until after consent form deadline
A sample of an active consent form for parents/guardians is provided:
• Sample F - Active Parent/Guardian Consent Form
Sample F – Active Parent/Guardian Consent Form
I hereby consent to have my son/daughter (Name of student) participate in a research study to be undertaken by [Principal Investigator], [University]. I have read the information letter and understand that the purpose of this research is to obtain information on [study topic] in adolescents.
I acknowledge that: 1) My son/daughter’s participation is voluntary 2) He/she will be given the freedom to withdraw from the project at any time 3) He/she will be instructed not to answer any questions he/she is not comfortable with 4) The information he/she shares will be kept confidential by the researchers, and other participants will be asked not to disclose information 5) I can keep a copy of the signed and dated consent form 6) I can contact the [University] Research Ethics Board at [Phone Number], or the [University] Office of Research & Development by email at [email] if I have any concerns about the ethical conduct of this study.
Parent’s Name: (please print)
Signature:
Date:
Please return signed copy to your child’s teacher by [specify date].
Sample F
– Active P
arent / Guardian C
onsent Form
11
1.4 Active and Passive Consent:
Active consent requires the parent/guardian to return the consent form if they want their child to participate.
• Child takes home information letter and consent form OR consent form is mailed directly to parent • Parent signs form if consenting • Parent returns consent form in stamped envelope OR sends signed consent form back to teacher with child • Parent keeps a copy of the consent form • Researcher does not begin study until after consent form deadline
A sample of an active consent form for parents/guardians is provided:
• Sample F - Active Parent/Guardian Consent Form
Sample F – Active Parent/Guardian Consent Form
I hereby consent to have my son/daughter (Name of student) participate in a research study to be undertaken by [Principal Investigator], [University]. I have read the information letter and understand that the purpose of this research is to obtain information on [study topic] in adolescents.
I acknowledge that: 1) My son/daughter’s participation is voluntary 2) He/she will be given the freedom to withdraw from the project at any time 3) He/she will be instructed not to answer any questions he/she is not comfortable with 4) The information he/she shares will be kept confidential by the researchers, and other participants will be asked not to disclose information 5) I can keep a copy of the signed and dated consent form 6) I can contact the [University] Research Ethics Board at [Phone Number], or the [University] Office of Research & Development by email at [email] if I have any concerns about the ethical conduct of this study.
Parent’s Name: (please print)
Signature:
Date:
Please return signed copy to your child’s teacher by [specify date].
Sample F
– Active P
arent / Guardian C
onsent Form
12
Passive consent involves sending an information letter and consent form home with a child and asking the parents to only return the consent form if they do not want their child to participate in the research. The benefit of using this type of consent is increased participation rates.
• Send information letter and consent form home with student OR mail information letter and consent forms directly to parents
• Parents who do not wish their child to participate can send signed refusal in enclosed stamped envelope OR send forms back to teacher with the child
• Researchers wait until after the deadline on the consent form to begin the research project
A sample of a passive consent form for parents/guardians:
• Sample G – Passive Parent/Guardian Consent Form
Sample G - Passive Parent / Guardian Consent Form
Please return this form if you DO NOT want your child to participate in
[Name of Study]
I do not give my consent for my child to participate in this study.
_______________________________ (Print full Name of Child)
Student birth date: Month / Day / Year: _________________________
Signature of Parent/Guardian: _______________________________
Date: _______________________________
Please return this consent form by [insert date] if you do NOT wish your
child to participate.
Sample G
– Passive P
arent / Guardian C
onsent Form
12
Passive consent involves sending an information letter and consent form home with a child and asking the parents to only return the consent form if they do not want their child to participate in the research. The benefit of using this type of consent is increased participation rates.
• Send information letter and consent form home with student OR mail information letter and consent forms directly to parents
• Parents who do not wish their child to participate can send signed refusal in enclosed stamped envelope OR send forms back to teacher with the child
• Researchers wait until after the deadline on the consent form to begin the research project
A sample of a passive consent form for parents/guardians:
• Sample G – Passive Parent/Guardian Consent Form
Sample G - Passive Parent / Guardian Consent Form
Please return this form if you DO NOT want your child to participate in
[Name of Study]
I do not give my consent for my child to participate in this study.
_______________________________ (Print full Name of Child)
Student birth date: Month / Day / Year: _________________________
Signature of Parent/Guardian: _______________________________
Date: _______________________________
Please return this consent form by [insert date] if you do NOT wish your
child to participate.
Sample G
– Passive P
arent / Guardian C
onsent Form
13
It is prudent to examine the school board where the research will be conducted to ensure that the submission falls within
the boards’ guidelines and deadlines. Check the school board’s website for specific details.
2. What School Boards Want to Know
Some school boards or districts have application deadlines for research proposals. These deadlines can ensure that a proposal is reviewed in a timely fashion. Often school boards will not accept a proposal for review during the summer months and the months of May, June, or September due to the increased activities of administration, staff, and students.
When developing a research project, the possible restrictions on these months should be considered when crafting a timeline. Some school board research advisory committees only meet a few times per year.
After the school board review, the proposal is either rejected, accepted, accepted with minor revisions, or accepted with major revisions.
If the proposal is accepted with major revisions, the researcher must resubmit the proposal for a second review. Once the proposal is fully accepted or accepted with minor revisions, the next step is recruitment.
There are four issues and concerns for researchers when creating a proposal: 1) Acknowledgement of the possibility of school burden 2) Inclusion of the potential benefits for the students, school, and community
3) Specific ethical procedures (i.e. university or school board) 4) Method and procedures required for conducting the research
It is important to know school boards’ requirements and expectations once the research is completed. Most school boards request the
submission of a final report. Some school boards may want the results to be reported in lay terms or for the researchers to make a presentation on the results. Communication of results in a manner that helps inform
school–based policy and practice is essential.
14
2.1. Benefits of Research: Student, School, & Community
It is important to outline the benefits of the research to the school, students, and community. The more invested the partners become, the more successful the research will be. Two-way communication is the key. The benefits of research should be discussed during the researchers’ face-to-face meeting with the school board.
• Once the school board has approved the research, it is important for the researchers to conduct meetings at the participating schools. The meetings will ensure that the school personnel are aware of the research and understand the benefits. It is also a time for schools to provide researchers with local school issues that can affect research implementation (i.e. exams, crisis issues, holidays, other priorities).
2.2 Addressing School Burden
School personnel have many demands on their time so it is important to address how the research is going to impact the school, teacher, class, and individual student.
Some important points to consider when creating a research timeline and when discussing the research with the school are: • Frequency and length of contact • Individual, part class, and/or whole class participation • Researcher vs. teacher administered • Exam schedule • Short weeks • Beginning of school • Field trips • Research to be conducted in the morning or afternoon • Frame and adjust research objectives and processes to fit the school priorities
Targeted areas, such as smoking and healthy eating, for prevention and intervention receive a great deal of funding and the schools that are targeted tend to be in urban settings. Some researchers suggest that accessing rural schools, if you can, may help
or be beneficial to these particular settings because they have little to no funding.
• Offer financial remuneration to assist with teachers’ time from routine teaching duties (i.e., covering expenses for relief staff)
• Purchase resources related to health promotion (e.g., sports equipment) • Provide workshops on your research topic to the school community. These costs can be included in
grant proposal budgets.
15
2.3 Ethics
Most school boards require that a research proposal has received university and/or school board/district ethics board approval before they will accept the proposal for review (see ethics example in Appendix B).
Some university research ethics boards will send the approval certificate directly to the school board but
generally a copy of the certificate is submitted with the proposal to the school board by the researcher.
During the initial planning stages of a research program it is possible, in some provincial jurisdictions, to contact
school board representatives prior to submitting a full proposal to a university research ethics board. This initial contact continues the process of engagement and support from school boards for research studies. For example, early engagement with local school board and department personnel who are responsible for the school health research portfolio is beneficial. The purpose of that engagement is to develop programs of research that are mutually beneficial to the researchers and to schools.
By engaging the school board(s) early on in your program of research, you will be building expectations about your research and how it will complement school board and school learning objectives. Although board support at this point in the research process is non-binding, it is important to obtain a sense of the current research environment within the school community.
In follow-up contact, it is important to clearly outline the proposed research study such as the expected outcomes of the study, value added to the schools, consent process, recruitment of participants, school burden, and the ethics application.
School concerns and questions must be taken into consideration in preparing your ethics application. For example, if necessary, your ethics application should demonstrate that you have an understanding of school policies that are relevant to your work with students. The necessary information can be obtained through early contact and engagement with school boards.
16
3. What Researchers Need to Know
3.1 Key Components of School Board Proposals
• Project description
• Participant information
• Rationale
• Timeline
• Copy of instrument being used
• Consent form
• Information letter
Also consider that most Research Ethics Boards require the following in an ethics
submission:
• History of research proposal (new, modified submission, or resubmission)
• Funding agency parameters (i.e., publication bans)
• Name of funding agency applied to or received funding from
• Project dates - start and completion dates
• Summary of proposed research including hypothesis, justification, and study design
• Participants - how many, source, and compensation
• Explanation of where the research is being carried out
• Recruitment – include promotional material being used
• Explain efforts made to recruit an inclusive sample
• Participant’s ability to consent should be discussed
• Include all information letters and consent forms (school
board, principal, teacher, parent, student)
• Description of risks and benefits of the research
• Indication of whether there will be deception or partial disclosure
• Description of how confidentiality and anonymity will be maintained
• Description of how the participants will be debriefed – provide script of debriefing
17
3.2 Research Methodology
Include in your School Board proposal copies of each research tool/instrument that the researcher is using (i.e., questionnaires, surveys, tests, or interview guides), along with relevant validity and reliability testing. In addition, any pilot testing and subsequent changes to research design, tools, or processes need to be addressed. The school board may require proof that the individual doing the testing or interviewing has the qualifications necessary for his or her particular task. Often a letter from the lead investigator stating the researcher’s qualifications is sufficient.
Presenting research results to the community partners and participants is an important step as the school board, principals, teachers, and parents can often benefit from the research. For example, findings from research are important to show evidence of informed decision-making.
Report findings back to:
• School board
• School
• Teachers
• Parents
• Students
• Department/Ministry of Education
• Other community, regional and provincial stakeholders
Useful reporting tools:
• Presentations at the school, community hall, and/or university
• Feedback reports written in clear, concise, and readable language
• Fact sheets – paper or on school website
• Summary notes in school news letters
Note: An example of a feedback report is presented in Appendix C.
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• Start to establish and build relationships early • Build trust – negotiate mutually agreed-upon goals and processes • Measure success – not just full implementation, but also the learning
that occurs • Work towards a common understanding of what the new knowledge
actually means
3.3 Exchanging Knowledge
Intensive interaction appears to be the best facilitator for exchanging knowledge to multiple stakeholders. A few key principles of stakeholder engagement and exchange are presented below:
Exchanging knowledge is about more than information. We typically focus on getting the right “message” delivered - information that is timely, relevant to priorities, simple to understand, and of value to current practice.
Also consider:
• Credibility of the source of the message – ask who will have greater credibility: the researcher alone or the researcher partnered with a practitioner/decision-maker?
• The context where the knowledge will be applied - identify the partnerships you want to establish and how that information will be shared. The partnership will depend on the type of leadership at the school/district, their experience with using evidence, and the resources that can be devoted to the process.
• The system into which the new knowledge will be absorbed - work to integrate thenew knowledge, rather than simply adding to the stack of unread, unused information.
Direct action is not the only worthwhile outcome. Knowledge is fused together, cementing bits and pieces from different sources to build our understanding. A new piece of knowledge may not serve as the tipping point for a school, but it nonetheless contributes to knowledge.
Similarly, there are many factors in addition to evidence that determine how a decision is made. The aim could be to improve capacity for “evidence-informed” decisions (i.e. to decide based on what we know works). Finally, the fit between knowledge and environment is an important consideration before applying evidence, even if it is presented as a “best practice”. In a specific context, practical concerns like availability of resources may exclude new knowledge from being implemented.
19
Sample H - School Board Feedback
School Board Address
Dear [Name],
I am writing to update you on the progress made thus far on [insert names of studies here]. We anticipate being in the following schools over the next year [Insert school name, study name, and dates when the team is anticipated to be in the school – or include as an appendix]. I have provided a summary sheet listing these studies and dates when we anticipate being in your schools. In addition I will describe each of the studies and provide a brief synopsis of what each will include in your schools. We hope this information will be beneficial in organizing and responding to any issues that should be addressed with particular commitments from schools and researchers.
The study we plan on starting first is [name of study]. This study has been developed by researchers working at [Insert University], and [Insert Team name], and is supported by funding from the [Name of Funder]. The study will be examining [insert purpose of study here].
The study being proposed to your board is being submitted to [Insert Name of University] Research Ethics Board on [date]. A copy of the ethics certification and the ethics form itself will be sent to you upon completion of the ethics review process on [date].
The study requires access to the following participants: [Insert Students, Teachers, School personnel, parents]. The study will be looking to recruit [# of schools] schools in your district at the [primary/elementary/junior high/senior high/combination] level. By including this number of schools in the study, we hope to have access to [#] students. The study may also require recruitment of [# parents; # teachers; # school personnel (name them)]. These participants are critical to the study because [Insert Rationale].
The study will include [brief description of method used, location of study, and method of consent (active or passive) and method of obtaining consent]. The study may require classroom teachers to [outline teacher participation]. We will work with the schools to ensure minimal disruption to classes. We will also provide the training needs (if necessary), including [example] and will meet with the school staff on [date]. Training of the staff will require [time], while actual implementation of the project will require [amount of class time] over a period of [day or days]. Researchers (will/will not) be present to assist with the implementation of the study. If teachers or school personnel are required for the study we will work with you to identify any incentives or honoraria to recognize this work. Whenever possible we will seek funding to support teacher or personnel time allocated for helping to conduct this research.
It is extremely important that our research is addressing concerns that the [schools/name of school board] have regarding student health. We would welcome an opportunity to meet with you to discuss how our research could better address your school’s needs with respect to [health topic] or another area of school health research. Please contact myself, [name of principal investigator] at [phone number and e-mail] if you would like to address any concerns with the present study or to discuss other possible school health research concerns. Our research team would like to thank your school board for its ongoing support.
Sincerely,
[Name of principal researcher]
Sample H
– School Board F
eedback
19
Sample H - School Board Feedback
School Board Address
Dear [Name],
I am writing to update you on the progress made thus far on [insert names of studies here]. We anticipate being in the following schools over the next year [Insert school name, study name, and dates when the team is anticipated to be in the school – or include as an appendix]. I have provided a summary sheet listing these studies and dates when we anticipate being in your schools. In addition I will describe each of the studies and provide a brief synopsis of what each will include in your schools. We hope this information will be beneficial in organizing and responding to any issues that should be addressed with particular commitments from schools and researchers.
The study we plan on starting first is [name of study]. This study has been developed by researchers working at [Insert University], and [Insert Team name], and is supported by funding from the [Name of Funder]. The study will be examining [insert purpose of study here].
The study being proposed to your board is being submitted to [Insert Name of University] Research Ethics Board on [date]. A copy of the ethics certification and the ethics form itself will be sent to you upon completion of the ethics review process on [date].
The study requires access to the following participants: [Insert Students, Teachers, School personnel, parents]. The study will be looking to recruit [# of schools] schools in your district at the [primary/elementary/junior high/senior high/combination] level. By including this number of schools in the study, we hope to have access to [#] students. The study may also require recruitment of [# parents; # teachers; # school personnel (name them)]. These participants are critical to the study because [Insert Rationale].
The study will include [brief description of method used, location of study, and method of consent (active or passive) and method of obtaining consent]. The study may require classroom teachers to [outline teacher participation]. We will work with the schools to ensure minimal disruption to classes. We will also provide the training needs (if necessary), including [example] and will meet with the school staff on [date]. Training of the staff will require [time], while actual implementation of the project will require [amount of class time] over a period of [day or days]. Researchers (will/will not) be present to assist with the implementation of the study. If teachers or school personnel are required for the study we will work with you to identify any incentives or honoraria to recognize this work. Whenever possible we will seek funding to support teacher or personnel time allocated for helping to conduct this research.
It is extremely important that our research is addressing concerns that the [schools/name of school board] have regarding student health. We would welcome an opportunity to meet with you to discuss how our research could better address your school’s needs with respect to [health topic] or another area of school health research. Please contact myself, [name of principal investigator] at [phone number and e-mail] if you would like to address any concerns with the present study or to discuss other possible school health research concerns. Our research team would like to thank your school board for its ongoing support.
Sincerely,
[Name of principal researcher]
Sample H
– School Board F
eedback
20
3.4 Sustaining School Partnerships
Sustaining partnerships with schools/school boards is extremely important to any school-based research program. It provides continued knowledge translation into the community to inform program and policy development. Here are a few ideas for researchers to maintain and sustain their school-based partnerships for research:
Lunch with Superintendents/Directors – informal opportunity to thank them for their leadership in facilitating research
Take every opportunity to help schools, especially when it is requested • Give presentations at provincial or local teachers’ conventions/conferences • Provide teacher in-services/workshops free of charge • Give a talk to the student body on your area of interest • Give supplies or make a donation in the name of the school to say thanks • Help write proposals or provide letters of support when schools ask
Connect with other researchers at the start of the school year to see what projects are ongoing to avoid duplication
Bring a group of students to the university to do an interactive health class (e.g. use neat equipment, visit unique lab)
Offer to bring undergraduate students to the schools to teach a few classes
Always acknowledge participating schools/boards (with permission) to provide good public relations in the community
Provide lay person summary of results for inclusion in many formats (e.g. school newsletters, school intercom, newspaper, community newsletter, posters, school website) so they can be accessed by teachers, administrators, students, parents, and the community.
Negotiate reduced or no fees to use facilities at the university whenever possible
Help connect schools that have been uninvolved in research projects with university undergraduate students for practical experience programs (e.g. Co-op)
21
4. Appendices
Appendix A: National Resources
There are many national organizations that allow researchers, school personnel, and community groups to learn about school related topics. These lead organizations provide up- to-date information on health behaviours, research, and evidence-informed practices. The web links offer many additional resources that individuals and groups can utilize in their work. The list is a starting point to learn about the current research programs that are being conducted in Canada.
Appendix B: Ethics Submission
A research ethics template from the University of Prince Edward Island is presented in Appendix B. This specific form can be modified or adapted, but likely your affiliate university has a template that can be used for your projects. An example of a school-based research project is provided using this template, which shows the types of information and depth of detail that is needed to be approved by a university ethics board. The document provided has previously been approved by the University of Prince Edward Island’s Research Ethics Board.
Appendix C: School Feedback Report
The School Health Action, Planning & Evaluation System (SHAPES) uses machine-readable questionnaires to collect data and provide timely school-specific feedback reports. SHAPES currently consists of four modules: Smoking Behaviours; Physical Activity; Healthy Eating; and Mental Fitness. Schools can use this system as a resource for targeting and evaluating interventions. The sample provided here is an excerpt from the SHAPES-Ontario feedback report that schools are sent after completing the module(s). The full document can be found at www.shapes.uwaterloo.ca.
22
4.1 Appendix A – National Resources
National Organizations Website Links A) Research Level Canadian Association for School Health www.safehealthyschools.org
Active Healthy Kids Canada www.activehealthykids.ca/
Canadian Association for Health, Physical Education, Recreation, and Dance
www.cahperd.ca/eng/index.cfm
Canadian Association for Adolescent Health
www.acsa-caah.ca/
Canadian Fitness and Lifestyle Research Institute
www.cflri.org/
Canadian Health Network www.canadian-health-network.ca/Canadian Institute for Child Health www.cich.ca/Canadian Research Institute for Social Policy
www.unb.ca/crisp/index.php
Canadian Safe School Network www.canadiansafeschools.comCentres of Excellence for Children’s Well-Being
www.phac-aspc.gc.ca/dca-dea/allchildren_touslesenfant/centres_main-
eng.htmlGrowing Healthy Canadians www.growinghealthykids.com/Health Behaviour in School-Aged Children www.phac-aspc.gc.ca/dca-dea/7-18yrs-
ans/hbschealth_e.htmlHealth Canada www.hc-sc.gc.ca/index_e.htmlHealthy Kids Toolkit www.healthytoolkit.ca/homeJoint Consortium for School Health www.jcsh-cces.ca/National Aboriginal Health Organizations www.naho.ca/english/School Health Research Network www.schoolhealthresearch.org/TeenNet Project www.teennetproject.org/B) School Level Canadian Association of Principals www.cdnprincipals.org/Canadian Association of Student Activity Advisors
www.casaa-resources.net/
Canadian Home & School Federation www.canadianhomeandschool.com/Canadian School Boards Association www.cdnsba.org/Canadian Teachers’ Federation www.ctf-fce.ca/C) Affiliate Level Canadian Institutes of Health Research www.cihr.ca/Comprehensive School Health Research www.upei.ca/cshrHeart and Stroke Foundation of Canada www.heartandstroke.comDepartment of Family & Nutritional Sciences, UPEI
www.upei.ca/fns/
Appendix A
–N
ational Resources
22
4.1 Appendix A – National Resources
National Organizations Website Links A) Research Level Canadian Association for School Health www.safehealthyschools.org
Active Healthy Kids Canada www.activehealthykids.ca/
Canadian Association for Health, Physical Education, Recreation, and Dance
www.cahperd.ca/eng/index.cfm
Canadian Association for Adolescent Health
www.acsa-caah.ca/
Canadian Fitness and Lifestyle Research Institute
www.cflri.org/
Canadian Health Network www.canadian-health-network.ca/Canadian Institute for Child Health www.cich.ca/Canadian Research Institute for Social Policy
www.unb.ca/crisp/index.php
Canadian Safe School Network www.canadiansafeschools.comCentres of Excellence for Children’s Well-Being
www.phac-aspc.gc.ca/dca-dea/allchildren_touslesenfant/centres_main-
eng.htmlGrowing Healthy Canadians www.growinghealthykids.com/Health Behaviour in School-Aged Children www.phac-aspc.gc.ca/dca-dea/7-18yrs-
ans/hbschealth_e.htmlHealth Canada www.hc-sc.gc.ca/index_e.htmlHealthy Kids Toolkit www.healthytoolkit.ca/homeJoint Consortium for School Health www.jcsh-cces.ca/National Aboriginal Health Organizations www.naho.ca/english/School Health Research Network www.schoolhealthresearch.org/TeenNet Project www.teennetproject.org/B) School Level Canadian Association of Principals www.cdnprincipals.org/Canadian Association of Student Activity Advisors
www.casaa-resources.net/
Canadian Home & School Federation www.canadianhomeandschool.com/Canadian School Boards Association www.cdnsba.org/Canadian Teachers’ Federation www.ctf-fce.ca/C) Affiliate Level Canadian Institutes of Health Research www.cihr.ca/Comprehensive School Health Research www.upei.ca/cshrHeart and Stroke Foundation of Canada www.heartandstroke.comDepartment of Family & Nutritional Sciences, UPEI
www.upei.ca/fns/
Appendix A
–N
ational Resources
23
4.2 Appendix B – University Ethics Submission
[Name of University] Research Ethics Board
To be Completed by Each Applicant for Submission to the [UNIVERSITY] Research Ethics Board
[X] I wish to apply for expedited review (Check box). Attach 4 copies (original plus 3) of all documents.
[ ] I wish to apply for full review (Check box). Attach 12 copies (original plus 11) of all documents
I attached the following documents:
__X _ Research Ethics Board Submission form (__4_ copies)
__X__ Consent form(s)/information sheet (__4_ copies)
_____ Complete research proposal or grant application or contract proposal including research instruments, e.g. surveys, questionnaires, interview questions, etc.
(____ copies)
Submit to: [Address]
To be completed by the [UNIVERSITY] Research Ethics Board
Submitted by: __________ ___________
Date complete submission received: ________________________________
Received by: ________________________________ (for the Office of Vice President, Research and Development)
Date review to be completed by: ________________________________
Submissions are regarded by the REB as strictly CONFIDENTIAL
• A complete research proposal is required and delay of approval may occur if a proposal is not included.
Appendix B
– University E
thics Submission
23
4.2 Appendix B – University Ethics Submission
[Name of University] Research Ethics Board
To be Completed by Each Applicant for Submission to the [UNIVERSITY] Research Ethics Board
[X] I wish to apply for expedited review (Check box). Attach 4 copies (original plus 3) of all documents.
[ ] I wish to apply for full review (Check box). Attach 12 copies (original plus 11) of all documents
I attached the following documents:
__X _ Research Ethics Board Submission form (__4_ copies)
__X__ Consent form(s)/information sheet (__4_ copies)
_____ Complete research proposal or grant application or contract proposal including research instruments, e.g. surveys, questionnaires, interview questions, etc.
(____ copies)
Submit to: [Address]
To be completed by the [UNIVERSITY] Research Ethics Board
Submitted by: __________ ___________
Date complete submission received: ________________________________
Received by: ________________________________ (for the Office of Vice President, Research and Development)
Date review to be completed by: ________________________________
Submissions are regarded by the REB as strictly CONFIDENTIAL
• A complete research proposal is required and delay of approval may occur if a proposal is not included.
Appendix B
– University E
thics Submission
24
[University] Research Ethics Board
Ethics Submission Form For Research Involving Human Participants
[UNIVERSITY] allows submission of research proposals to funding agencies prior to an ethics certificate being issued. In no case, however, can research proceed or can a [UNIVERSITY] research account be opened to receive funds without a current ethics certificate. A completed Ethics Submission Form1 for Research Involving Human Participants will be submitted to the Office of the Vice President, Research and Development at least 14 days before the next scheduled monthly meeting of the REB for full review (otherwise submissions are accepted at any time). Ethics certificates are valid for one year from date of issue.
Before completing this form you are strongly advised to check the Committee Review Sheet to ensure that your application is complete. Submissions are regarded by the REB as strictly confidential.
You are strongly encouraged to take the on-line tutorial for the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans (TCPS) at http://www.pre.ethics.gc.ca to familiarize yourself with the TCPS.
[INSERT PRINCIPAL INVESTIGATOR’S INFORMATION]
Principal Investigator: ________________________ Email: _________________
Faculty: ________________________ Dept: ___________________
[UNIVERSITY] ID #: ________________________ Work Phone: _ __________
Campus Address: _____________________________
Title of Research Proposal: _________________________________________________
List all faculty co-investigators on this project (i.e., the research team):
If this is an Honours or Graduate Student proposal, the signature of the Supervisor is required.
25
1. HISTORY OF THIS RESEARCH PROPOSAL
a. New X Modification ______ Previous No. ________
Clinical Trial _______ Other _________
b. Does this proposal differ in any way from proposals from this Principal Investigator
approved previously by the [UNIVERSITY] REB? YES [ ] NO [X] Explain any differences:
c. Does funding agency prohibit publication? YES [ ] NO [X] N/A [ ] Explain any restrictions (also indicate length of time of restriction)
d. Is this research funded or has funding been applied for? FUNDED [X] APPLIED FOR [ ] UNFUNDED [ ]
Agency: [NAME OF FUNDER] Date proposal is or was due in agency (mm/yr): [INSERT DATE]
e. If unfunded, name two possible peer reviewers:
f. Date of anticipated completion of project (mm/yr): [INSERT DATE]
26
2. SUMMARY OF PROPOSED RESEARCH (Insert pages as required)
Please provide concise and comprehensible (using non-technical language) accounts of your proposed research. To the original copy of this form attach the full version of your proposal. Include the required number of copies.
a) Hypothesis or Aim:
The objective of this project is to validate findings from a previous pilot study that was funded by the [Funding Agency] and approved by [University] Research Ethics Board (REB) titled, [Name of Study] in [Date]. This study will identify adolescent-aged student beliefs and perceptions surrounding the physical and social environmental factors that influence students’ decisions to remain smoke free. The goal of this study is to use the Theory of Planned Behaviour to explore rationales and influences behind adolescents’ intentions to smoke, with particular focus on why and how adolescents who do not smoke resist influences to initiate smoking. The study will address the following research questions:
1) What are students’ behavioural, normative, and control beliefs about smoking and not smoking?
2) What are students’ perceived barriers and facilitators to not smoking? 3) Which student-level beliefs are predictive of smoking behaviour (smoking and not
smoking)?
Data collected in the study will provide a basis to guide the development of a sound and valid integrative, school-based intervention that will focus on smoking prevention and cessation in adolescents. In the long-term, these efforts will hopefully result in a decrease in the prevalence of chronic diseases.
b) Justification for study (address scholarly/scientific validity of the study and the appropriateness of utilizing human participants):
Smoking is a key risk factor associated with chronic conditions such as cancer, diabetes, and cardiovascular disease and it is estimated to be the primary cause of death in approximately 45,000 Canadians each year. Smoking typically begins in the adolescent years, which increased our concerns because there is a clear relationship between the age when smoking begins and the age at which smoking-related diseases are diagnosed.
In [Province], the prevalence of chronic disease is consistently higher than the national average. In 2005, 803 cases represented the national average, but in [Province] the age standardized incidence rate for major cancer sites was 911 cases per 100,000. Self-reported teenage smoking (12-19 years old) rates in 2003 for [Province] stand at 11.4% with the national average at 14.8%. The 2002 [Province] Student Drug Survey found that the incidence of tobacco usage increased from 4% at age 12 to 29% at age 18. These findings clearly demand that tobacco prevention initiatives be targeted at the 12-15 year old age group.
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Furthermore, our pilot study at one [Province] intermediate school provided preliminary evidence that key physical and social factors such as the support of teachers, parents, and peers in addition to the impact of appearance such as “yellow fingers and teeth” as well as students’ perceived control over being able to stay smoke free were significant. These findings provide the impetus to validate the pilot study using one additional intermediate school.
c) Summary of study design:
Approximately [number of students] students will be randomly selected to participate in focus group discussions. The purpose of these discussions will be to identify student beliefs around smoking/not smoking based on the Theory of Planned Behaviour. Recruitment criteria are described in Section 3b. There will be four focus groups with five students per group. Two focus groups will consist of all males and two groups will be all females. Literature suggests that segregating groups by gender is more likely to produce an environment that is conducive to open communication in this age group. For each gender, the two focus groups will be further segregated as follows: one group of smokers and one group of non-smokers.
Focus group sessions will be conducted over a 60- to 90-minute time period. The organization of the groups will be based on guidelines by Krueger. Two domains of questions will be explored: 1) student beliefs (behavioural, normative, and control beliefs) about smoking and not smoking based on Ajzen’s Theory of Planned Behaviour, and 2) student perceptions of the existing barriers and facilitators to smoking or not smoking in the school environment. The sessions will be audio-taped and an assistant will take notes during the discussions. Transcripts and other data-related documents will have no identifying characteristics to ensure the confidentiality of participants. For the purposes of school focus groups, the four different groups will not be labelled ‘smoking’ and ‘non-smoking’. Alternatively, the research team will assign the codes of A, B, C, and D to identify the groups. Transcripts will then be analyzed to identify students’ key beliefs.
3. PARTICIPANTS
a. Total No. of Participants: The study will involve 20 students in four focus groups. Sources of Participants: Local SchoolAre they being compensated? YES [X] NO [ ]
If answer is yes, what for?Students will not be compensated, but the participating school will receive an honorarium for participating in the research study.
Amount of Compensation: $100 Place where research is carried out: Local School
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b. Describe the method of recruiting participants including who will be contacting them. Provide a copy of any advertisement. Indicate when participants are approached.
One intermediate school in [Province] (NAME) School Board will be identified for the study. The school will be selected based on the following criteria: a) be publicly funded; b) provide consent for use of class-time for students to participate; c) have a student body with social economic status that is representative of a [Province] school population; d) serve a mixed population of rural and urban residents; and e) have a school size of at least 550 students. School and student recruitment will follow guidelines adhering to established protocol for school health research developed by the (NAME) School Board in conjunction with the [University]. This protocol includes providing an information letter and consent form to all participants [include these in the appendix of your ethics submission form]:
- School board; - School principal; - Teachers; - Parents; and - Students Selection of approximately [number of students] adolescents within the school will be
based on gender, smoking/non-smoking status, age, and grade level. Based on these, the school principal will identify one class in each grade (7, 8, and 9) who will be invited to participate in the study. All students in these classes will be invited to participate in a group discussion about smoking/not smoking. Information letters and consent forms explaining the purpose of the study will be sent home with each student for their parents, representing an active consent process. Students with returned consent forms will be randomly assigned to the focus groups based on the selection criteria mentioned above. Teachers will be informed of this process using the teacher information letter and will aid in dissemination of parent/guardian information and consent forms.
Once parental consent is received for each student, we will arrange a brief meeting between researchers and students (e.g. during lunch break) in which students who have received parental permission will be asked to complete a brief inclusion questionnaire. The questionnaire will include questions on the student’s name, home-room number, age, and smoking status. The smoking question will be: Please check the response that most applies to you:
1) I do not smoke 2) I smoke every week 3) I smoke, but less than once a week
Information regarding the smoking status (e.g. smoker/non-smoker) of students will be kept confidential by the researchers, and will not be revealed to parents or school officials. Responses will be sorted by smoking response, grade, and gender. Focus group participants will be randomly selected from these categories to create four groups (2 of males, 2 of females) of five students each including smokers and non-smokers. Before proceeding with each focus group, students will be asked to read the student information letter and complete the consent form.
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c. What effort has been made to recruit an inclusive sample?
Selection criteria for participants have been established using a method outlined by Krueger, who recommends arranging focus groups by gender and similar behaviour status. The focus groups will include 2 female groups (smoking and non-smoking) and 2 male groups (smoking and non-smoking), representative of all grade levels (7-9) to facilitate open communication.
d. Are the participants competent to consent? YES [X] NO [ ] If answer is no, who will consent?______________________________________
e. i. Are children involved? YES [X] NO [ ] If answer is yes, what age groups? (Check all that apply)
[ ] Newborn (0 - 6 months) [ ] Pre-school age (6 months to 4 years) [ ] Primary School (5 - 11 years) [X] Middle School (12 - 15 years) [ ] High School (16 - 18 years)
ii. How will the children be recruited?[X] Through school * [ ] Through parents/family [ ] Through another institution* [ ] Other (specify) ________________________
* A letter to the institution asking for permission to do the study MUST be attached.
iii. Will the parent’s/guardian’s consent for the child to participate be obtained?YES [X] NO [ ] If yes, go to (a); if no, go to (b):
(a) Will the child’s assent to participate be obtained? YES [X] NO [ ] Parental consent and the child’s consent will be obtained prior to the focus groups.
(b) Is the child deemed competent to consent? YES [X] NO [ ]
Note: If consent of the child is deemed sufficient, the researcher(s) will not need a parent’s or guardian’s consent. For minimal risk protocols only, persons greater than or equal to 14 years of age and less than 19 years of age may in some circumstances consent to participate as a research subject in the absence of parental consent, subject to specific approval by the REB in that instance. Persons under the age of 14 may not participate as research subjects, in either minimal or non-minimal risk protocols, without parental consent. Persons greater than or equal to 19 years of age are considered adults and may consent to participate as research subjects in both non-minimal and minimal risk protocols. For children for whom parental or guardian consent is required, seeking the children’s assent is recommended. In such cases, their assent is not binding, but their declining to participate must be honoured despite their parent’s or guardian’s prior consent.
f. Are other vulnerable participants being recruited (e.g., inmates, patients, etc.) YES [ ] NO [X] If answer is yes, who (specify group)__________________________________ If yes from which institution(s)* _________________________________ * A letter to the institution asking for permission to do the study MUST be attached.
What procedures are in place to ensure that consent is properly given?
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4. HUMAN GENETICS RESEARCH
a. Does your research involve human genetic material? YES [ ] NO [X]
If the answer is yes, what are the ethical issues involved that you have identified?
b. What ethical solutions have you developed to resolve the issues identified? Not Applicable
5. RISKS AND BENEFITS (Insert pages as required)
The standard of minimal risk is commonly defined as follows: if potential participants can reasonably be expected to regard the probability and magnitude of possible harms implied by participation in the research to be no greater than those encountered by the participant in those aspects of his or her everyday life that relate to the research, then the research can be regarded as within the range of minimal risk.
a. Does this study qualify as involving MORE THAN MINIMAL RISK? [ ] YES [X] NO
b. If more than minimal risk is involved discuss the risks and benefits of the proposed research to all parties. Specifics concerning the particular risks associated with each procedure, test, interview, or other aspect of the protocol needs to be identified.
c. Please indicate if deception or partial disclosure of the true purpose of the research will be involved in this study. If yes, please justify its use and explain your debriefing.
No deception or partial disclosure will be involved in the study. Participants will be fully informed of the purpose of their involvement in the study.
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d. Confidentiality and anonymity:
i. Confidentiality relates to the privacy of the data and addresses who has access to it.Please describe the procedures for preserving confidentiality of participants and/or explain
how written records, videotapes, recordings, questionnaires, specimens, and tests will be kept, and disposed of, after the study is completed. Indicate who is responsible for data monitoring and analysis. Describe any condition in which confidentiality cannot be guaranteed or must be breached. For example, professionals disclose confidential information only as authorized by the client, unless there is substantial risk of serious harm to the client or other persons or a legal obligation to disclose. Where disclosure is warranted, both the amount of information disclosed and the number of people informed is restricted to the minimum necessary. In rare instances it will not be possible to ensure confidentiality because of mandatory reporting laws. When this is the case, the prospective research participants should be aware of this limitation.
A confidentiality agreement will be obtained for all research assistants involved in the study. The focus group documents such as field notes, audiotapes, and transcripts will be securely stored in a locked cabinet at [UNIVERSITY] with only the researchers named to the team having access to this material. Additionally, any electronic material such as transcripts and digital audio recordings will be password protected. All tapes and transcripts will be stored for five years in a secure location at [UNIVERSITY & DEPARTMENT], after which these materials will be destroyed. Data that will be collected and analysed within this study may be disseminated via scientific journals and/or conferences dedicated to tobacco and behavioural investigation. Students will not be required to identify themselves on audio-tape and no names or identifying characteristics will be used in transcription or dissemination products.
ii. Anonymity relates to all aspects of the study whereby the participant’s identity might be linked to the research. Anonymity becomes a concern (even if data is kept confidential) where mere association with a study might pose a risk to participants. For cases where anonymity is important, describe the procedures for preserving anonymity of participants or any condition in which anonymity cannot be guaranteed or offered to participants (for example if the research includes use of focus groups).
Since student participants are engaged in group discussions, anonymity can not be preserved. Students participating in the focus groups will be from the same school and most likely would have prior knowledge of each other through their school’s interactions. At the beginning of each group discussion, it will be emphasized that students are to respect each other and the confidential information shared. As a participant in a focus group, each student will be reminded that he/she is privy to information that should not be discussed with other students outside of the group.
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6. PARTICIPANT INFORMATION AND INFORMED CONSENT (Insert pages as required):
NOTE: COPIES OF THE LETTERS OF INFORMATION AND CONSENT FORMS MUST BE ATTACHED.
Information and consent letters for this study are attached, as follows:
Appendix 1) General Information and Consent Forms 1.1) School Board Information Letter and Consent Form 1.2) Principal Information Letter and Consent Form 1.3) Teacher Information Letter
Appendix 2) Focus Group Information and Consent Forms 2.1) Parent/Guardian Information Letter and Consent Form 2.2) Student Information Letter and Consent Form
Appendix 3) Screening Tool
Appendix 4) Interview Guide
Note: Interview guide was previously approved for original [Funding Agency] study in [Date].
Describe the procedure for informing participants about the research, including the script of the information imparted to them.
Upon school board approval, the research coordinator will meet with the principal to inform him/her of the study. The principal will receive background information on the study and the Principal Information Letter and Consent Form. In collaboration with teachers, potential participants will be identified and parental information and consent letters will be distributed. Only students who return signed parental consent forms will be allowed to participate. Students will receive information letters prior to the study and will complete consent forms just prior to participating in the study.
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7. DEBRIEFING:
Debriefing concerns the closing script researchers provide participants at the end of their individual participation. This will include divulging the nature of the study and what the researcher hopes to discover. In cases where deception is involved, the real nature of the study is then to be divulged, plus adequate time is to be given to ensure participants are not harmed by this new information. In all cases, it is expected that researchers sincerely thank participants and respond to any questions they may have.
a. Describe plans for adequate and timely debriefing. Attach a script of the basic debriefing given to participants at the completion of their participation.
At the conclusion of each focus group student participation and co-operation will be acknowledged with a brief note, as follows:
SCRIPT: Thank-you for participating in this research study. The information provided in this focus group will help researchers understand the reason why some adolescents smoke, while others do not. As you know, smoking is a serious health hazard. The information you have provided will help to improve smoking prevention programs for adolescents and hopefully result in less smoking among youth and adults. All individual responses will be kept confidential. If you have any questions, concerns, or ideas, please call (NAME OF PRINCIPAL INVESTIGATOR) at (TELEPHONE NUMBER).
b. What are the plans for informing participants of the results of the study?
The results of this work will be shared with the school board and school principal. If other participants wish to be provided with a summary of results they may contact the researcher.
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8. POSSIBLE CONFLICT OF INTEREST:
a. What direct or indirect benefits (if any) are you receiving as a result of this research?
Not Applicable
b. Do the researchers have any affiliation with or financial involvement in any organization or entity with a direct or indirect interest in the subject matter or materials of this research?
Not Applicable
c. Are there any agreements between the investigator(s) and the sponsor(s) of this research that restrict publication of results from this research?
Not Applicable
Attestation: I agree to abide by the ethical guidelines and procedures of the [University] Research Ethics Board ([UNIVERSITY] Research Ethics Policy, current version), of the Tri-Council Policy Statement (current version), of my profession or discipline, as well as of the institution in which the research is undertaken. I am aware of my responsibility to be familiar with these standards.
I further agree to notify the [UNIVERSITY] REB of any change in the methodology or statusof the research project and to comply with requests made by the REB during the life of this research.
Signature of Principal Investigator(s):_________________________
Date: ___________________
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4.3 Appendix C – School Feedback Report
This School Health Action, Planning and Evaluation System (SHAPES) report presents the findings of a survey conducted by the Health Behaviour Research Group at the University of Waterloo. We are pleased to provide this report of results for [Name of School] and thank you for your participation in [Date].
This survey assists community leaders (educators, students, and public health workers) by providing school-level information about smoking. This project was funded by [Name of Funder].
Our research team will be distributing this report to your school contact only, except with written permission of your school administrator. Any results that are published or otherwise disseminated by the researchers will maintain the anonymity of your school. School officials should decide how best to distribute this report to meet needs. We do encourage you to partner with your local public health unit and voluntary organizations to take action on the findings reported here.
If the number of students responding in a school is small enough that it might be possible to identify individual student responses, findings are not reported. Also,please note that in some cases, table columns or rows and charts may not add to 100% due to rounding.
For more information on this report or the research project, please contact:
[Name and Contact Information for Project Manager]
[Name and Contact Information for Principal Investigator]
Appendix C
– School Feedback R
eport Document reformatted with permission
For full document, visit www.shapes.uwaterloo.ca 35
4.3 Appendix C – School Feedback Report
This School Health Action, Planning and Evaluation System (SHAPES) report presents the findings of a survey conducted by the Health Behaviour Research Group at the University of Waterloo. We are pleased to provide this report of results for [Name of School] and thank you for your participation in [Date].
This survey assists community leaders (educators, students, and public health workers) by providing school-level information about smoking. This project was funded by [Name of Funder].
Our research team will be distributing this report to your school contact only, except with written permission of your school administrator. Any results that are published or otherwise disseminated by the researchers will maintain the anonymity of your school. School officials should decide how best to distribute this report to meet needs. We do encourage you to partner with your local public health unit and voluntary organizations to take action on the findings reported here.
If the number of students responding in a school is small enough that it might be possible to identify individual student responses, findings are not reported. Also,please note that in some cases, table columns or rows and charts may not add to 100% due to rounding.
For more information on this report or the research project, please contact:
[Name and Contact Information for Project Manager]
[Name and Contact Information for Principal Investigator]
Appendix C
– School Feedback R
eport Document reformatted with permission
For full document, visit www.shapes.uwaterloo.ca 35
4.3 Appendix C – School Feedback Report
This School Health Action, Planning and Evaluation System (SHAPES) report presents the findings of a survey conducted by the Health Behaviour Research Group at the University of Waterloo. We are pleased to provide this report of results for [Name of School] and thank you for your participation in [Date].
This survey assists community leaders (educators, students, and public health workers) by providing school-level information about smoking. This project was funded by [Name of Funder].
Our research team will be distributing this report to your school contact only, except with written permission of your school administrator. Any results that are published or otherwise disseminated by the researchers will maintain the anonymity of your school. School officials should decide how best to distribute this report to meet needs. We do encourage you to partner with your local public health unit and voluntary organizations to take action on the findings reported here.
If the number of students responding in a school is small enough that it might be possible to identify individual student responses, findings are not reported. Also,please note that in some cases, table columns or rows and charts may not add to 100% due to rounding.
For more information on this report or the research project, please contact:
[Name and Contact Information for Project Manager]
[Name and Contact Information for Principal Investigator]
Appendix C
– School Feedback R
eport
Document reformatted with permission
For full document, visit www.shapes.uwaterloo.ca 36
The Issue
Smoking is a School Issue
• Students who take up smoking show a decrease in academic achievement and motivation.1
• Smoking is associated with an increased risk of dropping out of high school; smoking is more predictive of dropping out than marijuana or alcohol use.2
• Starting smoking at an early age is predictive of a number of other risk behaviours; these include carrying a gun or other weapon at school, fighting, and drug use.3
Smoking is an Adolescent Issue
• 85 percent of current smokers start smoking by the age of 19.4
• The average age at which students smoke their first whole cigarette is 11.5
• What starts as a bid for independencequickly becomes dependence on tobacco. Only 5% of students who smoke think they will be smoking in 5 years – 5 years later, 80% of them smoke heavily.6
Smoking is a Community/Public Health Issue
• 22% of all deaths in Canada are attributable to smoking.7 Smoking causes 4 times as many deaths as car accidents, suicide, homicide, and AIDS combined.8
• Half of all long-term smokers will die or be disabled by a smoke-related illness.9
Schools Can Make a Difference…
School efforts linked with local public health and community agency efforts can reduce problems related to youth smoking. Research has shown that successful efforts include education (coordinated curriculum), a supportive environment (clear, enforced rules about smoking), and health based services.
See the SHAPES-Ontario website, www.shapes.uwaterloo.ca for a list of useful resources.
“Today's teenager is tomorrow's potential regular customer, and the overwhelming majority of smokers
first begin to smoke while still in their teens… The smoking patterns of
teenagers are particularly important to Philip Morris.”
(1981 report by researcher Myron E. Johnson)
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Who Smokes at [Name of School]
Overall, 21% of the students we surveyed at [Name of School] reported that they are currently smoking. The graphs below summarize the percentage of students who smoke by grade and by sex. For these graphs, a daily smoker is defined as a person who currently smokes cigarettes every day, and an occasional smoker is defined as a person who currently smokes cigarettes, but not every day.
Student Smoking Rates at [Name of School]
0
10
20
30
Smoking Rate (%)
Grade9
Grade10
Grade11
Grade12
Occasional Smoker Daily Smoker Total Smoker
0
10
20
30
Smoking Rate (%)
Males Females
Occasional Smoker Daily Smoker Total Smoker
The Canadian Tobacco Use Monitoring Survey10 indicates that 17% of youth (15-19) in Ontario are current smokers. When compared to this rate, the smoking rate at [Name of School] is:
Very High High Average Low Very Low
Schools Can Make a Difference…
Implementing programs and/or policies that would lead to even a 5% absolute reduction in smoking prevalence at [Name of School], would result in the prevention of an estimated 100 students from becoming long-term smokers. This would save 50 students from death or disability from a smoking-related illness. School programs to prevent tobacco use can make a major contribution to the future health of young people, especially when these programs are combined with community efforts. The resource list found on the project website www.shapes.uwaterloo.ca is a good starting point for planning interventions.
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Social Influences for Smoking
Students take up smoking for a variety of reasons. Peers and family members are especially influential in the decision to start or continue smoking. These influences are sometimes direct (peer pressure), but are more often indirect (modeling). We asked students at [Name of School] a series of questions relating to peers and family.
All students were asked, “How many of your 5 closest friends smoke cigarettes?” Smokers are more likely to report that they have friends who smoke compared to non-smokers. In fact, 65% of non-smokers report that none of their 5 closest friends smoke cigarettes, whereas 48% of daily smokers report that ALL five of their closest friends smoke.
Percentage of Students RespondingAll students were asked, “How many of your 5 closest friends smoke
cigarettes?
Daily Smokers
Occasional Smokers
Non-Smokers
0 5 25 65 1 or 2 16 44 27
3 or more 79 32 8
Students were asked if their father, mother, or older sibling(s) smoked. Again, there is a noticeable difference in the experiences of smokers and non-smokers. Smokers are more likely to have an immediate family member who smokes.
Schools Can Make a Difference…
Smoking often occurs in social situations among peers. Programs that help students to develop skills for resisting social influences would be helpful. The most successful programs teach students refusal skills through direct instruction, modeling, rehearsal, and reinforcement. It is also important to increase awareness of the artificial atmosphere created in our society that leads students to see the cigarette as a rite of passage into adulthood and an emblem for rebellion.
Encourage staff, students, and their families to promote a non-smoking norm even if they are smokersthemselves. Let parents know that even when they smoke themselves, banning smoking in the home and speaking against smoking reduces the likelihood that their children will smoke.
Percentage of Students Responding Family Member Smokes Daily
SmokersOccasional Smokers
Non-Smokers
Father Smokes 47 32 25
Mother Smokes 48 29 18 Older Sibling(s) Smoke 46 33 16
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References
1Andrews, J. (1991, August). Adolescent substance use and academic achievement and motivation.
Convention conducted at the Annual Convention of the American Psychological Association, San Francisco, California.
2Ellickson, P., Bui, K., Bell, R. & McGuigan, K. (1998). Does early drug use increase the risk of
dropping out of high school? Journal of Drug Issues, 28, 357-380.
3DuRant, R.H., Smith, J.A., Kreiter, S.R. & Krowchuk, D.P. (1999). The relationship between early age
of onset of initial substance use and engaging in multiple health risk behaviors among young adolescents. Archive of Pediatric and Adolescent Medicine, 153, 286-291.
4Health Canada. (2002). 2000-2002 Report on Tobacco Control-An Update. Available online:
http://www.hc-sc.gc.ca/hecs-sesc/tobacco/policy/tcr_update_2000_2002/ch4.htm#6.
5Health Canada. (2004). Summary of results of the 2002 Youth Smoking Survey. Available online:
http://www.hc-sc.gc.ca/hecs-sesc/tobacco/research/yss/index.html.
6The Lung Association. (2003). Stop smoking: Youth and tobacco. Available online:
http://www.on.lung.ca/nosmoking/youth.html.
7Health Canada. (1998). Mortality attributable to tobacco use in Canada and its regions, 1998. Available
online: http://www.hc-sc.gc.ca/hecs-sesc/tobacco/research/factsheet.html.
8Ministry of Health. (1996). Tobacco - Sounding the alarm (Catalogue No. 60M/10/96). Queen’s Printer
of Ontario.
9Centers for Disease Control and Prevention. (2004). Targeting tobacco use: The nation's leading cause
of death 2004. Available online: http://www.cdc.gov/tobacco/overview/oshsummary2004.htm#1.
10Health Canada. (2004). Canadian Tobacco Use Monitoring Survey (CTUMS). Available online:
http://www.hc-sc.gc.ca/hl-vs/pubs/tobac-tabac/ctums-esutc-2004/tabl02_e.html.