PhD Scientific Days 2025

EUniWell I.

Provision of self-care and minor ailment education in primary school-aged children in the UK- is there a role for pharmacists?

Name of the presenter

Osman Samira

Institute/workplace of the presenter

University of Birmingham

Authors

Samira Osman¹, Vibhu Paudyal², Zahraa Jalal³, Christine Hirsch¹

1: University of Birmingham
2: Kings college London
3: University of Birmingham.

Text of the abstract

Abstract
Introduction
Self-care and minor ailment education in primary schools is essential for promoting lifelong health behaviours and reducing pressure on healthcare systems. This programme explores health education in UK primary schools, drawing on perspectives from educators, parents, and healthcare professionals to identify gaps, challenges, and opportunities for collaboration.

Methods
A mixed-methods design was used. A literature review and policy analysis examined the extent and nature of health education in schools. A scoping review (2010–2023) identified key themes and gaps in self-care and minor ailments education. Ethnographic observations in schools and interviews with teachers, parents, and pharmacy staff were conducted. Observational data were analysed thematically, and interview transcripts coded to identify patterns.

Results
The scoping review identified 73 relevant studies from 770. There was wide variation in content, format, and delivery of self-care education, with limited evidence of long-term impact or use of culturally sensitive materials. Eleven ethnographic sessions covered topics including healthy eating, hygiene, exercise, and mental health, but links to health promotion were often implicit rather than explicit. Delivery methods varied across schools. Seventeen interviews with pharmacy staff produced five themes, including existing knowledge gaps among children and parents, pharmacists’ potential role, and barriers to delivery. All pharmacists supported school-based engagement. Interviews with nine teachers and nine parents identified six themes: attitudes to health, shared responsibility, gaps in current provision, and the value of comprehensive, collaborative education.

Conclusions
Findings highlight the need for integrated, collaborative self-care education. Teachers, parents, and pharmacists expressed shared but differing views on responsibility. Gaps in mental health, hygiene, and first aid education, along with time and resource constraints, hinder delivery. Recommendations include standardised curricula, interactive methods, parental involvement, and healthcare partnerships. The study offers a roadmap for embedding self-care into education to improve long-term health outcomes and ease NHS demand.