Journal of School Health· 2026Q1
Interactional Patterns of Adolescent Health Education: A Roter Interaction Analysis System‐Based Study in Moroccan Secondary Schools
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- Q1SCImago
- 2026year
Short summary
Moroccan secondary school health education is dominated by educators (57.5% of utterances) and primarily instrumental communication (62%-67%), with affective exchanges comprising about one-third of interactions.
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Key points
- Educators produced 57.5% of all verbal utterances in Moroccan secondary school health education sessions.
- Instrumental communication (62%-67%) predominated over affective exchanges (approx. one-third of interactions).
- Middle school sessions used directive guidance and experiential anchoring, while high school sessions involved more debate and argumentation.
- Knowledge acquisition significantly improved across all sessions (p < 0.001) regardless of age group.
AI-generated from the title and abstract; the full text is not read.
Abstract
ABSTRACT Background Adolescence is a critical developmental period during which health‐related behaviors consolidate. In Moroccan secondary schools, health education remains largely educator‐guided, with limited evidence of classroom communication. This study analyzes how verbal interaction patterns structure health education delivery at middle and high school levels. Methods An exploratory mixed‐methods study was conducted in five Moroccan secondary institutions ( N = 169 students). Verbal interactions (1024 utterances) were coded using the Roter Interaction Analysis System (RIAS), adapted to the Moroccan educational context. Pre‐ and post‐intervention questionnaires assessed short‐term knowledge acquisition. Qualitative and quantitative analyses examined speech distribution, functional communication categories, and developmental differences. Results Educators produced 57.5% of utterances. Instrumental communication predominated (62%–67%), while affective exchanges represented approximately one‐third of interactions. Middle school sessions combined directive guidance with experiential anchoring, whereas high school sessions demonstrated increased dialogic debate and argumentative engagement. Knowledge scores improved significantly across all sessions ( p < 0.001), with improvements evident in both middle and high school interventions. Implications for School Health Policy, Practice, and Equity Findings highlight interactional competence as a measurable pedagogical skill and support the integration of structured communication training modules and developmentally adapted dialogic strategies within secondary educator preparation programs. Conclusion The findings suggest that secondary health education operates as a negotiated communicative process in which language shapes participation, learning, and emerging health literacy.
The authors' abstract, as published at the source. Journal of School Health, 2026 · DOI ↗
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Field: Speech and Hearing
Speech and HearingHealth Professions