Objective: To evaluate the structure, process, and results obtained by the CEPS Program.
Methods: We combined quantitative and qualitative methods. We reviewed our databases, the health projects and reports sent by the schools, and the notes taken during the assessment visits to the schools. We included all the schools participating in the CEPS Program between 2014-2015 and 2018-2019 for structure purposes, but only those participating for at least two years for the process and results. We used a descriptive analysis as well as a content analysis.
Results: 84 schools participated in the CEPS Program. Attrition (24%) occurred mainly after the first year. Most schools performed at least one situation analysis (88.1%) and had at least one teacher trained (73.8%). One of three obtained a certificate (35.7%) or grant (38.1%). For the process and results, we selected 44 schools. Teachers' participation stood out (61.4% transformative and 38% representative) over the participation of other agents. The coordination of the health committee with other committees and with other local resources was a crucial element. Of the schools, 40.9% had high quality projects, 50% medium, and 9.1% low. Of the schools, 40.9% showed positive health results.
Conclusion: We identified the characteristics of high-quality health-promoting schools.
Keywords: education; equity; evaluation; health promotion.