Background:
Increasing health literacy (HL) in children could be an opportunity for a more health literate future
generation. The aim of this scoping review is to provide an overview of how HL is conceptualized and described in
the context of health promotion in 9–12-year-old children.
Methods:
A systematic and comprehensive search for ‘health literacy’ and ‘children’ and ‘measure’ was performed in
accordance with PRISMA ScR in PubMed, Embase.com and via Ebsco in CINAHL, APA PsycInfo and ERIC. Two reviewers
independently screened titles and abstracts and evaluated full-text publications regarding eligibility. Data was
extracted systematically, and the extracted descriptions of HL were analyzed qualitatively using deductive analysis
based on previously published HL definitions.
Results:
The search provided 5,401 original titles, of which 26 eligible publications were included. We found a wide
variation of descriptions of learning outcomes as well as competencies for HL. Most HL descriptions could be linked
to commonly used definitions of HL in the literature, and some combined several HL dimensions. The descriptions
varied between HL dimensions and were not always relevant to health promotion. The educational setting plays a
prominent role in HL regarding health promotion.
Conclusion:
The description of HL is truly diverse and complex encompassing a wide range of topics. We
recommend adopting a comprehensive and integrated approach to describe HL dimensions, particularly in the
context of health promotion for children. By considering the diverse dimensions of HL and its integration within
educational programs, children can learn HL skills and competencies from an early age.
