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Open research questions in School Health and Nursing Education

450 unresolved questions extracted from the limitations and future-work sections of 3,175 School Health and Nursing Education papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • Initial skepticism among teachers and children is a challenge to implementing Kneipp in kindergartens. Structural issues, such as staff shortages, limited equipment, and low initial teachers' involvement, are challenges to implementing Kneipp. Parental misunderstandings, especially in low socio-economic areas, are a challenge to implementing Kneipp.

    Mind, body, health: qualitative insights into a holistic health concept for preschoolers · 2026 · DOI

  • There is a lack of knowledge about the effects of the Kneipp concept in early childhood education. There is a need to explore the potential and challenges of implementing Kneipp in kindergartens. There is a need to identify the factors that influence the implementation and acceptance of Kneipp in kindergartens.

    Mind, body, health: qualitative insights into a holistic health concept for preschoolers · 2026 · DOI

  • The cause of these adverse emotional wellbeing find- ings goes against our assumed mechanism of action that the Healthy Minds curriculum promotes soft skills and is therefore not fully understood, warranting further consideration.

    The impact on adolescent health and wellbeing from adding evidence-based soft skill lessons to the high school curriculum · 2026 · DOI

  • Despite the emphasis on adolescent health‐risk behaviors and perceived social support systems in previous literature, limited research has examined how these support domains intersect with person‐centered patterns of co‐occurring health‐risk behaviors.

    The Role of Family, Peer, and Teacher Support on Adolescents′ Health‐Risk Behavior: Profile Analysis From 43 Countries · 2026 · DOI

  • While a key component of HPS is the engagement of students, there is little known about the strategies for, facilitators of, and barriers to, student engagement.

    The process of student engagement in school health promotion: a scoping review · 2025 · DOI

  • Despite this awareness, there is still limited knowledge in Germany about the specific health needs of this group of students.

    Subjective Health Status, Health-Related Behavior, and Health Literacy of Health Professional Students: Results from a Cross-Sectional Study · 2024 · DOI

  • However, there is limited evidence on the level of personal hygiene practice and its associated factors among school students.

    Personal hygiene practice and associated factors among elementary school students in Fiche Town, Oromia, Ethiopia · 2024 · DOI

  • Adolescence is a critical period for establishing lifelong health behaviors; yet in Lebanon, limited data exist on the prevalence of risk factors among this demographic.

    Adolescent Health in Lebanon: Exploring Alcohol Use, Dietary Patterns, Mental Health, Physical Activity, and Smoking Using the Global School-Based Student Health Survey Approach · 2024 · DOI

  • 202-204 The extent to which qualitative research methods are covered in professional preparation programs has not been studied.

    Focus Group Interview: An Underutilized Research Technique for Improving Theory and Practice in Health Education · 1987 · DOI

  • Inadequate food supplies. Logistical difficulties in daily feeding operations. Absenteeism of beneficiaries. Insufficient parental involvement. Lack of monitoring tools.

    Exploring the School Health and Nutrition Programs of Public Elementary Schools · 2026 · DOI

  • The study identifies the need for community-driven models and local capacity-building in school health and nutrition programs. It emphasizes the importance of designing flexible systems that can adapt to on-the-ground challenges.

    Exploring the School Health and Nutrition Programs of Public Elementary Schools · 2026 · DOI

  • Role ambiguity and lack of consensus-based competencies hinder collaboration among school mental health professionals. Professional territoriality, confidentiality concerns, logistical constraints, and funding limitations can also challenge collaboration.

    Framework of Core Competencies for Interdisciplinary School Mental Health Collaboration · 2026 · DOI

  • There is a lack of consensus on specific competencies required for collaboration among school mental health professionals. The study aims to address this gap by identifying core competencies for effective interdisciplinary collaboration.

    Framework of Core Competencies for Interdisciplinary School Mental Health Collaboration · 2026 · DOI

  • Asthma exacerbations are a complex issue, influenced by various social circumstances. School stakeholders may face challenges in addressing these circumstances due to limited resources or feasibility.

    Social Circumstances Affecting Asthma: A Group Concept Mapping Study of School Stakeholders · 2026 · DOI

  • Further studies can investigate the effectiveness of interventions addressing exposure to smoking/vaping and caregiver/child lack of asthma education. Research can explore the development of collaborative school-based interventions to decrease asthma exacerbations.

    Social Circumstances Affecting Asthma: A Group Concept Mapping Study of School Stakeholders · 2026 · DOI

  • There is a lack of education and directives from management on how school staff should work with students with gender dysphoria. The school nurses call for a collective effort from school staff to elevate competence.

    A qualitative content analysis study on Swedish school nurses’ experiences of meeting students with gender dysphoria · 2026 · DOI

  • Credibility, dependability, confirmability, and trans- ferability are aspects of trustworthiness in qualitative research [52]. To achieve credibility, school nurses with experience working with students with gender dyspho- ria were recruited, since credibility is strengthened by the participants having experiences of the phenomenon. The sample could be considered small, but credibility in the findings cannot be judged by the number of partici- pants [52]. Rather, participants were perceived to have varied and deep experiences, which contributed to the study findings. The participants were also from different geographic areas, both urban and rural, which contrib- uted to a broader perspective. Some of the school nurses had longer careers working as school nurses than others, who had only been school nurses for a short time. All participants had several experiences of the phenomenon. Qualitative research exists in a paradigm of a value-based process, characterized by multiple realities and multi- faceted perceptions of a phenomenon [52]. While the participation number could be considered low, the expe- riences and descriptions of the school nurses were rich and varied and therefore suitable for analysis. The school nurses were from different areas in the country, rural and urban, from different municipalities, from differ- ent grades, with different specialist educations and years as nurses and school nurses. Furthermore, there was no goal of reaching saturation or in the data collection. Rather, the approach of Graneheim and Lundman of data richness and relevance to the aim was the goal during the data collection. During the analysis, the phase of choosing which codes and supporting quotes will be included in each category relates to the dependability of the study. To strengthen the dependability of the study, all authors discussed the steps taken during the research process to reach con- sensus. Among the research group, there were different experiences in school nursing-three of the researchers have experience in school health services, and one researcher had experience teaching higher education in gender and sexuality. The researchers are the instrument in qualitative studies, since their development of self- awareness is important for promoting thoroughness and integrity in assessing the findings [53]. Bias on the sub- ject was discussed within the research group thorough the analysis process to minimize the influence of the results. Presenting these pre-understandings strength- ens the dependability of the study, as does using more than one researcher to analyse the material [52]. To what extent the result can be transferable to another popula- tion must be decided by the reader [52]. It is strength- ened by the descriptions of the participants and setting in the background and method section. The study results may be transferable to other contexts with a similar sys- tem for school health care. Transferability would be greater in contexts which have similar cultural views as Sweden. Confirmability is achieved when credibility, dependability, and transferability are achieved. This is achieved through thorough descriptions in the methods section and the discussion of the study’s strengths and limitations.

    A qualitative content analysis study on Swedish school nurses’ experiences of meeting students with gender dysphoria · 2026 · DOI

  • Limited awareness among key stakeholders remains a significant barrier. Operational barriers, insufficient professional training, and fragmented communication between the health and education sectors limit the program's potential.

    Potentialities and challenges of the Brazilian school health program for health promotion based on a systematic review · 2026 · DOI

  • The need for further nationwide evaluative studies in Brazilian schools. Limited understanding of the PSE among education professionals.

    Potentialities and challenges of the Brazilian school health program for health promotion based on a systematic review · 2026 · DOI

  • Resource constraints and capacity gaps are major barriers to implementation, especially in rural areas. Many schools in rural Namibia lack access to clean water, adequate sanitation, and healthcare services.

    Strengthening school health in Namibia: A framework for policy development, implementation and evaluation · 2026 · DOI

  • The study has a small sample size (n = 30) for the qualitative component. The study lacks a control group or comparison to other settings.

    Strengthening school health in Namibia: A framework for policy development, implementation and evaluation · 2026 · DOI

  • Mitey’s strength lies in its structured, evidence-based framework. However, schools require some flexibility to adapt the approach to their unique contexts. Findings suggest that some schools are integrating Mitey alongside other mental health pro- grammes or approaches. The SJKF will need to continue collaborating with other providers, developing protocols and processes that help schools adhere to Mitey’s core elements while still allowing for contextual adaptations. More specifically, strat- egies could include: ● providing support materials that illustrate how Mitey can be integrated with other mental health education initiatives without compromising its integrity. ● conducting periodic fidelity checks or audits to ensure consistent implementation while identifying opportunities for flexible adaptation. Another important step is to adopt a research-based approach to supporting school self-sufficiency. Sustainability remains a key challenge for Mitey, particularly in managing school staff turnover, navigating shifting government priorities, and addressing implementation time constraints. Schools need more robust systems to help them become self-sufficient in delivering Mitey effectively. The SJKF could consider developing a sustainability framework that includes: ● leadership development – providing training and resources to help school lead- ers embed Mitey within their strategic goals and maintain momentum despite competing demands. ● time management support – providing practical tools to help schools plan and allocate time for Mitey (e.g. lesson planning templates, scheduling tools, and case study examples of how Mitey has been successfully integrated within the curriculum). The SJKF and the university team are very aware of the need to adapt the Mitey learning progression plus the curriculum and planning tools to align with the new Health and Physical Education curriculum. This learning area will be formally issued under the Education and Training Act and released to the education sector in Term 1, 2026, with initial planning, teaching, and learning resources, alongside implementa- tion tools and professional learning and development resources (Te Kāwanatanga o New Zealand Journal of Educational Studies (2026) 61:215–2311 3 229 Aotearoa–New Zealand Government, Te Tāhuhu o te Mātauranga–Ministry of Edu- cation, Te Poutāhū Curriculum Centre, 2025). The revised Health and Physical Edu- cation learning area will be mandated for use from Term 1, 2027. The long-term success of Mitey will likely depend on its ability to demonstrate lasting impact while continuing to adapt to the evolving needs of schools. The SJKF and the university team are mindful of the significant upscaling of Mitey to date and are committed to retaining its quality and the integrity of the approach, while maintaining ongoing curriculum support and professional development for schools. Continued research is essential to refine Mitey and provide evidence of its effective- ness. This could include: ● longitudinal studies – conducting research to track outcomes for school students, staff, and cultures over time to better understand Mitey’s long-term impact. ● evidence-based refinements – using research findings to continually improve Mit- ey, incorporating new insights and addressing emerging challenges, such as sup- porting diverse student populations, or adapting to shifting educational priorities.

    Mitey: The Inception, the Development, the Implementation, the Evaluation · 2026 · DOI

  • This is one of the first studies to examine a whole-school approach to mental health education in Aotearoa New Zealand. The mixed methods design offers a comprehen- New Zealand Journal of Educational Studies (2026) 61:215–2311 3 228 sive view of Mitey’s implementation, strengthens the study’s inferences, and pro- vides a nuanced understanding of Mitey’s impact. There are several limitations to this evaluative study. The online survey relied on participants self-selecting to take part. The survey was not designed to test for con- struct validity or reliability. However, the close alignment between open- and closed- ended responses suggests good face validity. Interview participants were selected by individual schools. Given the qualitative approach’s focus on gathering detailed insights, it was essential to include those most engaged in Mitey’s implementation process.

    Mitey: The Inception, the Development, the Implementation, the Evaluation · 2026 · DOI

  • Anemia can impact various aspects of health, ranging from decreased immunity and cognitive impairment to serious complications for reproductive health in the future. Inadequate diets and insufficient intake of essential micronutrients, particularly iron, can exacerbate anemia.

    From Small Talk to Health Awareness: Anemia Socialization for Adolescent Girls in North Bogor · 2026 · DOI

  • Anemia in adolescent girls remains a serious problem in Indonesia. There is a need for effective educational programs and materials to increase knowledge and awareness about anemia among adolescent girls.

    From Small Talk to Health Awareness: Anemia Socialization for Adolescent Girls in North Bogor · 2026 · DOI

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450 open questions have been extracted from the limitations and future-work passages of 3,175 School Health and Nursing Education papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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