The Meaning and Behavioral Impact of Health Education among Primary School Children: A Health Psychology Perspective

Abstract

Health behavior in children is shaped not only by knowledge but also by psychological processes such as perception, meaning-making, and motivation. However, many health education studies focus primarily on cognitive outcomes and overlook children’s subjective experiences. This study aimed to explore the meaning and behavioral impact of health education on primary school children from a health psychology perspective. A qualitative multiple-case study design was employed involving three primary school children. Data were collected through semi-structured interviews, observation, and documentation. A pre–post knowledge assessment was used as supporting data. The intervention consisted of health education delivered through lecture and video media, focusing on clean and healthy living behavior. Data were analyzed using thematic analysis to identify patterns of meaning and behavioral change. The findings showed a significant increase in knowledge scores from 50 to 85 following the intervention. More importantly, qualitative analysis revealed that children developed a meaningful understanding of health behavior, demonstrated increased awareness, and showed positive behavioral changes in daily practices. The use of visual media enhanced engagement and facilitated comprehension, while emotional responses toward the learning experience supported motivation to adopt healthy behavior. Health education is most effective when it is perceived as meaningful by children.