INTRODUCTION:
The objective of this research is to develop a model of school and family involvement for enhancing health literacy among Thai primary school students. Utilizing a qualitative approach, the study engaged 10 key informants, comprising five school administrators and five representatives from the parent-teacher association. These participants were selected through purposive sampling based on their extensive experience and close collaboration with the school and students. The research instrument consisted of an in-depth interview guide featuring six open-ended questions. Data collected from these sessions were subsequently analyzed using content analysis to identify key components of the proposed model.
METHODS:
This qualitative study employed purposive sampling to select 10 key informants, consisting of five school administrators and five parents from the parent-teacher association, all of whom possessed significant experience in school-student collaboration. The primary research instrument was an in-depth interview guide comprising six open-ended questions designed to elicit comprehensive insights. Data collection was conducted through these structured interviews, and the resulting qualitative data were subsequently analyzed using content analysis to identify and categorize the core components of the involvement model.
RESULTS:
The research findings revealed a five-component collaborative model for developing health literacy among Thai primary students. First, Core Health Content emphasizes four pillars: physical development, nutrition, media literacy, and mental health. Second, Readiness and Policy focuses on institutional integration by embedding health literacy into the core school plan with a dedicated budget, alongside capacity building for staff and parents to serve as role models. Third, Collaborative Activities utilize gamification and active learning, such as role-plays at school and real-life practice at home. Fourth, Communication and Collaboration leverages modern channels for frequent, two-way feedback and active parental involvement in policy-making. Finally, Competency-Based Assessment shifts toward holistic behavioral observation involving teachers, peers, and parents. The model further emphasizes sustainability by addressing the socio-economic diversity of families through flexible participation standards.
CONCLUSION:
The proposed model enhances health literacy by bridging the gap between school and home through institutional integration, active learning, and two-way communication. To ensure sustainability, health literacy must transition from an elective topic to a core policy supported by dedicated resources. Crucially, the model’s success depends on addressing socio-economic diversity. Schools should therefore implement flexible, inclusive strategies that accommodate varying parental readiness, ensuring equitable health literacy development for all students.