TY - JOUR A1 - Schaeffer, Doris A1 - Gille, Svea A1 - Vogt, Dominique A1 - Hurrelmann, Klaus T1 - National Action Plan Health Literacy in Germany origin, development and structure JF - Journal of Public Health N2 - Aim Health literacy has gained increasing importance worldwide. As a result of several studies indicating low health literacy levels in large parts of the population, strategies and action plans promoting health literacy were developed in many countries. The article analyses the origin, development and structure of the German Health Literacy Action Plan. Subject and methods In 2016, a civil society initiative was formed, aiming at developing a national action plan in an expert-based and collaborative manner. A group of 15 experts elaborated the core elements of the action plan, based on a literature review on existing health literacy approaches, action plans and empirical evidence. These core elements were further developed collaboratively in workshops with key stakeholders, self-help and patient organizations and individual consultation meetings. Afterwards, the National Action Plan was reviewed and previously formulated recommendations were refined before being published. Results and conclusion The National Action Plan Health Literacy in Germany presents 15 recommendations in four areas of action for promoting health literacy in Germany. This bottom-up strategy and the expert-based yet at the same time collaborative approach have proved to be successful when developing a national action plan. Y1 - 2021 U6 - https://doi.org/10.1007/s10389-021-01616-9 ER - TY - JOUR A1 - Okan, Orkan A1 - Bollweg, Torsten Michael A1 - Berens, Eva-Maria A1 - Hurrelmann, Klaus A1 - Bauer, Ullrich A1 - Schaeffer, Doris T1 - Coronavirus-Related Health Literacy: A Cross-Sectional Study in Adults during the COVID-19 Infodemic in Germany JF - International Journal of Environmental Research and Public Health N2 - There is an “infodemic” associated with the COVID-19 pandemic—an overabundance of valid and invalid information. Health literacy is the ability to access, understand, appraise, and apply health information, making it crucial for navigating coronavirus and COVID-19 information environments. A cross-sectional representative study of participants ≥ 16 years in Germany was conducted using an online survey. A coronavirus-related health literacy measure was developed (HLS-COVID-Q22). Internal consistency was very high (α = 0.940; ρ = 0.891) and construct validity suggests a sufficient model fit, making HLS-COVID-Q22 a feasible tool for assessing coronavirus-related health literacy in population surveys. While 49.9% of our sample had sufficient levels of coronavirus-related health literacy, 50.1% had “problematic” (15.2%) or “inadequate” (34.9%) levels. Although the overall level of health literacy is high, a vast number of participants report difficulties dealing with coronavirus and COVID-19 information. The participants felt well informed about coronavirus, but 47.8% reported having difficulties judging whether they could trust media information on COVID-19. Confusion about coronavirus information was significantly higher among those who had lower health literacy. This calls for targeted public information campaigns and promotion of population-based health literacy for better navigation of information environments during the infodemic, identification of disinformation, and decision-making based on reliable and trustworthy information. Y1 - 2020 U6 - https://doi.org/10.3390/ijerph17155503 VL - 17 IS - 15 ER - TY - JOUR A1 - Ravens‑Sieberer, Ulrike A1 - Kaman, Anne A1 - Erhart, Michael A1 - Otto, Christiane A1 - Devine, Janine A1 - Löffler, Constanze A1 - Hurrelmann, Klaus A1 - Bullinger, Monika A1 - Barkmann, Claus A1 - Siegel, Nico A. A1 - Simon, Anja M. A1 - Wieler, Lothar H. A1 - Schlack, Robert A1 - Hölling, Heike T1 - Quality of life and mental health in children and adolescents during the first year of the COVID‑19 pandemic: results of a two‑wave nationwide population‑based study JF - European Child & Adolescent Psychiatry N2 - Background The COVID-19 pandemic has disrupted the lives of children and adolescents worldwide. The German COPSY study is among the first population-based longitudinal studies to examine the mental health impact of the pandemic. The objective of the study was to assess changes in health-related quality of life (HRQoL) and mental health in children and adolescents and to identify the associated risk and resource factors during the pandemic. Methods A nationwide longitudinal survey was conducted with two waves during the pandemic (May/June 2020 and December 2020/January 2021). In total, n = 1923 children and adolescents aged 7 to 17 years and their parents participated (retention rate from wave 1 to wave 2: 85%). The self-report and parent-proxy surveys assessed HRQoL (KIDSCREEN-10), mental health problems (SDQ with the subscales emotional problems, conduct problems, hyperactivity, and peer problems), anxiety (SCARED), depressive symptoms (CES-DC, PHQ-2) and psychosomatic complaints (HBSC-SCL). Mixed model panel regression analyses were conducted to examine longitudinal changes in mental health and to identify risk and resource factors. Results The HRQoL of children and adolescents decreased during the pandemic, and emotional problems, peer-related mental health problems, anxiety, depressive and psychosomatic symptoms increased over time, however the change in global mental health problems from wave 1 to wave 2 was not significant, and some changes were negligible. Socially disadvantaged children and children of mentally burdened parents were at particular risk of impaired mental health, while female gender and older age were associated with fewer mental health problems. A positive family climate and social support supported the mental health of children and adolescents during the pandemic. Discussion Health promotion, prevention and intervention strategies could support children and adolescents in coping with the pandemic and protect and maintain their mental health Y1 - 2021 U6 - https://doi.org/10.1007/s00787-021-01889-1 ER - TY - JOUR A1 - Ravens-Sieberer, Ulrike A1 - Erhart, Michael A1 - Devine, Janine A1 - Gilbert, Martha A1 - Reiss, Franziska A1 - Barkmann, Claus A1 - Siegel, Nico A. A1 - Simon, Anja M. A1 - Hurrelmann, Klaus A1 - Schlack, Robert A1 - Hölling, Heike A1 - Wieler, Lothar H. A1 - Kaman, Anne T1 - Child and Adolescent Mental Health During the COVID-19 Pandemic: Results of the Three-Wave Longitudinal COPSY Study JF - Journal of Adolescent Health N2 - Purpose The German population-based longitudinal COVID-19 and Psychological Health study monitors changes in health-related quality of life (HRQoL) and mental health of children and adolescents during the COVID-19 pandemic and identifies vulnerable groups. Methods A nationwide, population-based survey was conducted in May 2020 to June 2020 (Wave 1), December 2020 to January 2021 (Wave 2), and September 2021 to October 2021 (Wave 3). In total, n = 2,097 children and adolescents aged 7–17 years were investigated using measures to assess HRQoL (KIDSCREEN-10), mental health problems (SDQ), anxiety (SCARED), depressive symptoms(PHQ-2), and psychosomatic complaints(HBSC-SCL). Results The prevalence of low HRQoL increased from 15% prepandemic to 40% and 48% in Waves 1 and 2 and improved slightly to 35% in Wave 3 (all differences significant). Similarly, overall mental health problems increased from 18% prepandemic to 29% in Wave 1 and 31% in Wave 2 to 28% in Wave 3 (all differences significant, except Wave 3 vs. 2), anxiety increased from 15% prepandemic to 24% and 30% in Waves 1 and 2 and was still 27% in Wave 3. Depressive symptoms increased from 10% prepandemic to 11% and 15% in Waves 1 and 2 and were 11% in Wave 3. A group with low parental education, restricted living conditions, migration background, and parental mental health problems was at significantly increased risk of HRQoL and mental health impairments. Discussion The prevalence of low HRQoL, mental health problems, and anxiety has been elevated throughout the pandemic. Thus, mental health promotion, prevention, and intervention strategies need to be implemented to support adolescents–particularly those at risk. Y1 - 2022 U6 - https://doi.org/10.1016/j.jadohealth.2022.06.022 VL - 71 IS - 5 SP - 570 EP - 578 ER - TY - JOUR A1 - Schaeffer, Doris A1 - Gille, Svea A1 - Hurrelmann, Klaus T1 - Implementation of the National Action Plan Health Literacy in Germany—Lessons Learned JF - International Journal of Environmental Research and Public Health KW - - KW - health literacy KW - national action plan KW - diffusion KW - dissemination KW - implementation KW - collaborative approach KW - Germany Y1 - 2020 U6 - https://doi.org/10.3390/ijerph17124403 SN - 1660-4601 VL - 17 IS - 12 PB - MDPI ER - TY - JOUR A1 - Weishaar, Heide A1 - Hurrelmann, Klaus A1 - Okan, Orkan A1 - Horn, Annett A1 - Schaeffer, Doris T1 - Framing health literacy: A comparative analysis of national action plans JF - Health Policy N2 - Population and individual deficits in health literacy, and their associated negative health outcomes, have received growing attention in the political arena in recent years. In order to respond to the problem, several governments have adopted national action plans, which outline strategies to improve health literacy. Drawing on the action plans of the USA, Australia, Scotland, and Wales and applying Entman’s concept of framing, this paper analyses how health literacy debates are framed within the political arena as well as the factors that influence framing. Analysing data from policy documents and in-depth expert interviews, this paper identifies relevant frames developed to (i) define the problem of limited health literacy, (ii) provide causal explanations, (iii) rationalise why health literacy requires political action, and (iv) present solutions. The findings indicate that the malleability of the concept allows that a diversity of frames and solutions are promoted, yet risks that debates remain vague. Health literacy seems to have been successfully used to instigate political debates about health system reforms, patient empowerment, and shared decision making. The analysis suggests that health literacy might, if applied strategically, help to focus policy debates on key public health problems and the development of systemic solutions. Y1 - 2018 U6 - https://doi.org/10.1016/j.healthpol.2018.11.012 SN - 0168-8510 VL - 123 IS - 1 SP - 11 EP - 20 ER - TY - JOUR A1 - Rathmann, Katharina A1 - Herke, Max A1 - Bilz, Ludwig A1 - Rimpelä, Arja A1 - Hurrelmann, Klaus A1 - Richter, Matthias T1 - Class-Level School Performance and Life Satisfaction: Differential Sensitivity for Low- and High-Performing School-Aged Children JF - International Journal of Environmental Research and Public Health N2 - This study investigates whether class-level school performance affects students’ life satisfaction and if there are differential effects for high- and low-performing students. Data were derived from the National Educational Panel Study, including n = 5196 students (49.6% girls), nested in 478 classes and 250 secondary schools. School performance in class was measured by aggregating individual grade point average in Mathematics and German. The study could not reveal the “big-fish-little-pond”-effect regarding students’ life satisfaction but found differential effects for high- vs. low performing students. There was no significant association for low-performing students attending classes with higher class-level performance However, low-performing students revealed the lowest life satisfaction. High-performing students placed in classes with higher average performance reported lower life satisfaction compared to high-performing students in classes with lower average performance. This study provides evidence for the impact of the learning environment in class on school-aged children’s life satisfaction, by highlighting the differential sensitivity of high-performing students when placed in classes with higher or lower average performance. KW - school performance; social comparison; life satisfaction; “big-fish-little-pond”-effect; multilevel analysis; National Educational Panel Study; Germany Y1 - 2018 U6 - https://doi.org/10.3390/ijerph15122750 VL - 15 IS - 2 ER - TY - JOUR A1 - Rathmann, Katharina A1 - Vockert, Theres A1 - Bilz, Ludwig A1 - Gebhardt, Markus A1 - Hurrelmann, Klaus T1 - Self-rated health and wellbeing among school-aged children with and without special educational needs: Differences between mainstream and special schools JF - Research in Developmental Disabilities N2 - BACKGROUND: Studies among students with special educational needs (SEN) in separate special schools (SSS) and mainstream schools (MS) are particularly applicable to educational attainment and social participation. However, indicators of health and wellbeing have rarely been considered. AIMS: This study investigates two related topics: first, health and wellbeing differences between students with SEN in special schools (SSS) and students without SEN in regular schools, and second, the rarely considered question whether health and wellbeing among students with SEN differ between school settings (i.e. MS vs. SSS). METHODS AND PROCEDURES: Bivariate and multilevel analyses are applied with data from the German National Educational Panel Study (NEPS) with 5267 students (grade 7). OUTCOMES AND RESULTS: After having controlled for background characteristics, students in SSS report higher likelihoods of poor self-rated health compared to students in higher track schools. Self-rated health of students with SEN does not significantly differ between MS vs. SSS. For life satisfaction, students with SEN show higher likelihoods of low life satisfaction when attending MS. CONCLUSIONS AND IMPLICATIONS: Teachers in inclusive settings are encouraged to establish class work and teaching that support a real change from class placement to inclusive culture in order to suitably support students with SEN. KW - Inclusion; Life satisfaction; Multilevel modeling; NEPS; Self-rated health; Special educational needs Y1 - 2018 U6 - https://doi.org/10.1016/j.ridd.2018.04.021 VL - 81 SP - 134 EP - 142 ER - TY - JOUR A1 - Rathmann, Katharina A1 - Bilz, Ludwig A1 - Hurrelmann, Klaus A1 - Kiess, Wieland A1 - Richter, Matthias T1 - Is being a "small fish in a big pond" bad for students' psychosomatic health? A multilevel study on the role of class-level school performance? JF - BMC Public Health N2 - Background Features of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers. Methods Data were derived from the German sample of the WHO-Collaborative “Health Behaviour in School-aged Children (HBSC)” study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP. Results Students who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95% Confidence Interval: 1.52–2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95% Confidence Interval: 1.01–4.01) compared to classmates with very good/good PSP. Conclusions This study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class. Y1 - 2018 U6 - https://doi.org/10.1186/s12889-018-5977-5 VL - 18 IS - 1 SP - 1098 EP - 1113 ER - TY - JOUR A1 - Rathmann, Katharina A1 - Herke, Max G. A1 - Hurrelmann, Klaus A1 - Richter, Matthias T1 - Perceived class climate and school-aged children’s life satisfaction: The role of the learning environment in classrooms JF - PLoS ONE N2 - The aim of this study is to examine the impact of class-level class climate on school-aged children’s life satisfaction. Data was derived from the German National Educational Panel Study (NEPS) using sixth grade school-aged children (n = 4,764, 483 classes). Class climate includes indicators of teachers' care and monitoring, demands, interaction, autonomy, as well as school-aged children's attitudes towards schoolwork at the class- and individual-level. Results showed that individual perceived class climate in terms of teachers' care and monitoring and autonomy was positively related to life satisfaction, whereas school-related demands were related to lower life satisfaction. Besides teachers' care and monitoring at class-level, indicators of class climate were not associated with school-aged children’s life satisfaction, while the individual perceived class climate is more important for life satisfaction. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:b1570-opus4-24735 ER -