Dr Jacquie Lindsay Bay

Biography

Jacquie Bay joined the Liggins Institute in 2006. She is founding Director of LENScience, an innovative Developmental Origins of Health and Disease (DOHaD) knowledge translation programme that facilitates school-science partnerships. Based on evidence of the potential of adolescence as a window of opportunity for DOHaD-informed health promotion, the primary goal of LENScience is to facilitate multi-sectoral collaborations that support improved health and education outcomes for adolescents and their future offspring. Jacquie has led the development of a framework, and learning programmes, to facilitate and evaluate school-based DOHaD interventions. The framework enables teachers to contextualise learning in exploration of socioscientific issues relevant to DOHaD, and addresses shortcomings known to occur when the goals of all partner sectors are not respected in multisectoral interventions. The adaptable learning programmes are designed to link into regular school science, social science, and health education. They support adolescent empowerment in relation to critical citizenship, and scientific and health literacies, and promote actions relating to reducing future NCD risk. LENScience programmes are active in schools in New Zealand, the Cook Islands, and Tonga, and have been adapted by the University of Southampton for use in the United Kingdom.Jacquie Bay joined the Liggins Institute in 2006. She is founding Director of LENScience, an innovative Developmental Origins of Health and Disease (DOHaD) knowledge translation programme that facilitates school-science partnerships. Based on evidence of the potential of adolescence as a window of opportunity for DOHaD-informed health promotion, the primary goal of LENScience is to facilitate multi-sectoral collaborations that support improved health and education outcomes for adolescents and their future offspring. Jacquie has led the development of a framework, and learning programmes, to facilitate and evaluate school-based DOHaD interventions. The framework enables teachers to contextualise learning in exploration of socioscientific issues relevant to DOHaD, and addresses shortcomings known to occur when the goals of all partner sectors are not respected in multisectoral interventions. The adaptable learning programmes are designed to link into regular school science, social science, and health education. They support adolescent empowerment in relation to critical citizenship, and scientific and health literacies, and promote actions relating to reducing future NCD risk. LENScience programmes are active in schools in New Zealand, the Cook Islands, and Tonga, and have been adapted by the University of Southampton for use in the United Kingdom.

Research Interest

DOHaD Knowledge Translation Community Based Participatory Research Science Communication Scientific literacy Health Literacy The role of school-based interventions in primary NCD risk reduction