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UID:pretalx-citizen-science-communication-trust-2026-VCVJ8K@ifkw.rz.tu-bs.d
 e
DTSTART;TZID=CET:20261005T140000
DTEND;TZID=CET:20261005T141500
DESCRIPTION:Socioeconomically disadvantaged youth face elevated risks of po
 or physical\, mental\, and social health\, contributing to persistent soci
 oeconomic health inequalities across the life course (Hoebel & Müters\, 2
 024\; Lampert et al.\, 2013\; WHO\, 2025). Addressing such inequalities ea
 rly is critical to breaking cycles of disadvantage\, and schools are a key
  setting for doing so. Evidence-based school health promotion can be a pow
 erful lever\, particularly when implemented as whole-school approaches tha
 t engage adolescents within their wider school and community environments 
 (Barry et al.\, 2017\; Goldberg et al.\, 2019\; Lekamge et al.\, 2025).\n\
 nHowever\, whole-school health promotion is not simply a matter of deliver
 ing ready-made interventions. Rather\, it requires evidence-informed and c
 ontext-sensitive school development in which health promotion becomes embe
 dded in everyday routines\, relationships\, and organizational culture. Th
 is is challenging\, as schools often face competing demands\, limited reso
 urces\, and diverse student needs. To initiate\, support\, and reflect on 
 such structural change\, external expertise is frequently valuable. Scient
 ists working at the interface of science and practice can take on this rol
 e within participatory research projects by contributing scientific expert
 ise\, co-designing interventions\, supporting implementation processes\, m
 onitoring and feedback of effects\, and deriving recommendations for wider
  dissemination in the fields of science\, policy and practice (e.g.\, Sjö
 lund et al.\, 2022). In participatory research and development projects be
 tween science and practice\, trust between stakeholders and within schools
  may not only be an outcome of a successful joint venture but also represe
 nts a relevant prerequisite for successful collaboration (Holzer et al.\, 
 2024).\n\nThis contribution is part of a larger project that aims to devel
 op\, implement\, and evaluate a one-year whole-school health intervention 
 in disadvantaged secondary schools in Vienna. Within an ongoing preparator
 y study\, we are currently examining implementation conditions\, with a pa
 rticular focus on trust relations within schools and between schools and r
 esearchers.\n\nWe ask:\n(1) Which trust relationships are perceived as rel
 evant for school-based health promotion?\n(2) What fosters or undermines t
 rust in health-related communication within schools?\n(3) What conditions 
 do school actors identify for trustful collaboration with researchers?\n\n
 Data are currently collected in three secondary schools in Vienna\, all of
  them characterized by an above-average proportion of socioeconomically di
 sadvantaged students. We conduct qualitative group interviews with student
 s and teachers\, and individual interviews with school leaders. Interviews
  are conducted on site\, transcribed and analyzed using qualitative conten
 t analysis.\n\nPreliminary results indicate that trust between students an
 d teachers\, as well as trust between practitioners and researchers\, are 
 particularly salient themes in the context of school-wide evidence-based h
 ealth promotion. This for example relates to students reporting reluctance
  to discuss sensitive health issues with teachers when they fear that pers
 onal information may be passed on\, or when they perceive certain issues a
 s private and outside the school’s remit. This points to tensions betwee
 n adolescents’ need for confidentiality and schools’ safeguarding resp
 onsibilities.\n\nWhen it comes to trust between researchers and practition
 ers\, teachers and school leaders particularly emphasized that trust depen
 ds strongly on perceived credibility and practical relevance of scientific
  content. Researchers are expected to understand the realities of everyday
  school life\, including time pressure\, resource constraints\, and cumula
 tive burdens in disadvantaged contexts. Participants stress that schools a
 re willing to engage in research when expected efforts are proportionate t
 o tangible benefits for students\, staff\, or school development. Scientif
 ic activities perceived as self-serving or detached from practice may unde
 rmine trust.\n\nWhile first insights already offer relevant practical impl
 ications for collaborative intervention projects between researchers and s
 chools in the field of health promotion\, data collection will be ongoing 
 until mid of May 2026. Analyses will expectedly be completed by September 
 2026\, for full results addressing all research questions to be presented 
 at TiCS.
DTSTAMP:20260721T220637Z
LOCATION:Tagungsraum
SUMMARY:Trust in school-based participatory science for health promotion: P
 otentials and reservations in socioeconomically disadvantaged school conte
 xts - Sina Ludwig
URL:https://ifkw.rz.tu-bs.de/citizen-science-communication-trust-2026/talk/
 VCVJ8K/
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