Comm 866 school health programme and services

Course Tutor
Indabo Sadam Sulaiman
sadambiologist@gmail.com
+2348130679660
12/11/2021
COMM 808 Risk assessment and safety programme
managenet- DLC Ahmadu Bello University
1
COMM 866
SCHOOL HEALTH PROGRAMME AND
SERVICES
SECOND SEMESTER 2020/2021
MODULE I SESSION 4
MODULE II SESSION 1-4

MODULE I
SESSION 4
12/11/2021
2
MODULE I
Study Session 4
The Components of a School Health Programme and Coordinated School Health Programme
Model
Section and Subsection Headings:
Introduction
1.0 Learning Outcomes
2.0 Main Content
2.1 - Description and definitions of components of a school health
Programme
2.2- The Three-Component Model
2.3- The Eight-Component Model
2.4- The Full Service Schools Model
2.5- Coordinated School Health Programme.

MODULE I
SESSION 4
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3

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SESSION 4
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4
The Eight-Component Model
CDC Model: The Centres for Disease Control and Prevention (CDC) eight-component model of a
comprehensive school health programme consists of the following interactive components:
1. Health Education
2. Physical Education
3. Health Services
4. Nutrition Services
5. Health Promotion for Staff
6. Counselling, Psychological, and Social Services
7. Healthful School Environment
8. Parent and Community Involvement

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SESSION 4
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The Full-Service Schools Model
 Full Service School Model: A recent model in the evolution of school health programmes is the
full-service school.
 Under this model, the charge to the community is to bring into the school a wide range of
services, including health, mental health, employment services, child care, parent education,
case management, recreation, cultural events, welfare, community policing,
 and whatever else may fit into the picture based on the needs of the community.
 type of “one-stop” system—facilities that can offer a seamless experience for the students,
parents, and staff
A. Seamless institution
B. Quality education
C. Support services

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SESSION 4
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Coordinated School Health Programme.
 the term “comprehensive” and “coordinated” school health programme. Posed
confusion
 “comprehensive school health programmes” have been confused with
“comprehensive school health education,” which relates to instruction
 the term “comprehensive” implies a need for new expanded resources that
overburdened school divisions cannot provide.
 The term “coordinated,” on the other hand, implies consolidating and expanding
existing resources, which is more feasible for school divisions

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SESSION 4
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Coordinated School Health Programme.

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SESSION 4
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8
Comprehensive and coordinated School Health Programme
keeping the term “comprehensive” over “coordinated” maintains the progress made in
promoting the concept
 consistent terminology is important, more important is the understanding that health must
be an integral part of a school programme.
 Institute of Medicine published an interim definition as: comprehensive school health
programme is an integrated set of planned, sequential, school-affiliated strategies, activities,
and services designed to promote the optimal physical, emotional, social, and educational
development of students
 Comprehensive means inclusive, covering completely and broadly, and refers to a broad
range of components.
 Coordinated means brought into combined action to cause separate elements to function in
a smooth concerted manner. Coordination implies a formal relationship and blurring of
boundaries between coordinating partners, although partners can still retain identity and
affiliation to their profession

MODULE I
SESSION 4
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9
Self-assessment questions
1. Enumerate the physical aspects of school health programme and services
2. Students benefit through essential school services. How?
3. Students’ families benefit through essential school services. How?
4. School health programme in Nigeria is bedeviled by several challenges. Enumerate
5.
6. Describe the characteristics of effective school school programme
7. Describe health-promoting school
8. Can health problem affects school performance ?
9. Define a comprehensive school health programme
10. Define coordinated school health programme
11. Exemplify health promotion in school

MODULE 2
12/11/2021
10
MODULE 2: Organisation of School Health Programme and Services
Content:
Study Session 1: Steps in organising School Health Programme
Study Session 2: First steps for a community in establishing school services
Study Session 3: Establishing Roles of Personnel: Position Descriptions
Study Session 4: Strategies for school health promotion
Study Session 1
Developing a Programme: Infrastructure and Planning Process Steps Section and Subsection
Headings:
Introduction
2.0 Main Content
2.1 - People who set up school health programme
2.2- Steps involved in organising school health programme
2.3- A word about sustainability of school health programme

MODULE 2
Session 1
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People Who Set Up School Health Programme
 Anyone can be instrumental in getting the School Health Programme started.
 In some places the Programme was started by school administrators in cooperation with
voluntary organisations,
 in others, by teachers; yet in others by the government departments of education and
health.
 Energetic and enthusiastic teachers are usually likely ones to implement and sustain school
health programme.

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Session 1
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 Setting up a school health programme


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Session 1
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Steps Involved In Organizing School Health Programme
Step one: Organise headmasters /principals of the schools.
 Organise and orient headmasters / principals of the schools about the importance of school health
programmes.
 They are the key to the programme success and it is around them the teachers revolve. If he acts as an
animator or a coordinator, the SHP can be effectively planned, implemented and sustained.
 Thus the school, through the children, teachers and parents can be channel of change in health status
of the community
Role of headmasters /principals:
 Coordinate between the school, the home, and the individuals and agencies in the community that
can contribute to the health of the child.
 Provide supervision and guidance to the school health programme.
 Create healthy school environment for interpersonal relationships with other principals and school
staff.
 Discuss and plan with staff the health education principles of learning.
 Encourage health experimentation by students and appreciate achievements.
 Supervise campaigns through students to educate the community about common and immediate
health problems.
 Encourage them to take remedial and preventive measures

MODULE 2
Session 1
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 Coordinate with local education health personnel for their support in the programmes.
 Provide for on-going evaluation and improvement of the School Health Programme.
 Ensure adequate physical facilities in schools for satisfying the health needs of school children viz.
safe water for drinking, sewage disposal facility, waste disposal arrangement, adequate toilet facilities,
classroom lighting and ventilation.
 Ensure safety in the school and supervise a programme of safety promotion.
 Provide means for building up a better relationship among students and teachers and other school
personnel.
 Assume responsibility for a healthy and educational school programme.
 Obtain instructional material for health education.
 Arrange necessary in-service training on health education for the teaching staff.
Step two: Collection of Data
To plan the school health programme, the headmaster / principal needs reliable data. The data required
and from where and how it can be obtained is indicated below:
 Morbidity data of students: Simple surveys and discussions with teachers and health personnel.
 Absenteeism and scholastic backwardness: Discussion with teachers and parents.

MODULE 2
Session 1
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 Local community health problems: Simple surveys and discussions with health personnel,
teachers and community leaders.
 Economic background and social status of parents: Survey and review
 Health beliefs, knowledge, attitudes and behaviour of students: Observation of students
 Parents: Observation and discussions with health personnel and parents.
 Sanitary facility in the school: Observation of school environment and sanitary facilities.
 Data such as these will enable the headmaster /principal to make an assessment of the
present health situation of the children and school environmental condition.
Step three: Establish objectives of school health programme
 Educational objectives should specify what actions (including attitude and behaviour
modifications) are expected of students, teachers and community as a result of action.
Step four: Motivation and training of teachers
 The achievement of the objectives of the School Health Programme will depend upon
developing the capacities of teachers.
 This will be done by in service training and continuing education.

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Session 1
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Step five: Development of Resources
 To a large extent, the effectiveness of the programme will depend upon the resources-teachers,
students, parents and health personnel,
 materials include books, films, slides, and other audio-visual; and costs generally involve fees for
trainers, and the trainee expenses.
 Schools must raise their costs through matching money or full support.
 They can approach the communities, voluntary organisations, government departments or private
sector corporations for assistance.
 Each school must establish a School Health Fund.
Step six: Effective Implementation
 The effective implementation of the School health programme can be possible only if the
children's potential is utilised. Learning is possible through activities and as such children should
be involved in health activities
Step seven: Evaluation of School Health Programme
 From the programme point of view, accountability and evaluation have been considered as
important. Two aspects of the SHP should be evaluated.
 Effectiveness of the programme activities
 Performance of those activities

MODULE 2
Session 1
12/11/2021
17
1. What are the steps in organizing school health programme (SHP)
2. What role can headmasters and principals play in SHP
3. Data needed in setting up school programme are

MODULE 2
Session 2
12/11/2021
18
Study Session 2
First Steps For A Community in Establishing School Services Section and Subsection Headings:
Introduction
2.0 Main Content
2.1 - First steps for a community in establishing school services
First Steps for A Community in Establishing School Services
 The seven "goals" for school health programme guide specific questions and actions that a
community might consider in establishing an appropriate set of school health services within a
comprehensive school health programme.
1. Ensure access to primary health care.
2. Provide a system for dealing with crisis medical situations.
3. Provide mandated screening and immunisation monitoring.
4.

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Session 2
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6. Provide systems for identification and solution of students' health and educational problems.
5. Provide comprehensive and appropriate health education.
6. Provide a healthful and safe school environment that facilitates learning.
7. Provide a system of evaluation of the effectiveness of the school health programme.
1. What are the steps community should consider in establishing school services

MODULE 2
Session 3
12/11/2021
20
Study Session 3
Establishing Roles of Personnel: Position Descriptions
Introduction
2.0 Main Content
2.1 - Overview of Basic School Services
2.2- Roles of personnel involved in school health programme
2.3- Services for students with special needs
2.4- Mental Health or Pupil Services
2.5- School Social Workers
Overview of Basic School Services
 These services tend to be the most common and basic
 although many schools may not provide all of the services
 For the sake of organisation, services have been divided into three categories: health care services,
mental health or pupil services, and nutrition and foodservice.

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Session 3
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Roles of Personnel Involved in School Health Programme
2.2.1 Nurses and Nurse Practitioners
 Services Provided. School nurses are the traditional "backbone" of school health services and
 are often the only health care providers at the school site on a regular basis.
 The school nurse typically provides population-based primary prevention and health care services
including
Physical and mental health assessment and referral for care;
Development and implementation of health care plans for students with special health care needs;
Health counselling
Mandated screenings, such as vision, hearing, and immunisation status
Monitoring the presence of infectious conditions among students and enforcing public health
precautions to prevent spread of infections and infestations

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Skilled nursing services for students with complex health care needs
Case management of students with chronic and special health care needs
Outreach to students and their families
Interpretation of the health care needs of students to school personnel
Development and implementation of emergency care plans and provision of emergency care and
first aid
Serving as liaison for the school, parents, and community health agencies
Collaboration with other school professionals—particularly counsellors, psychologists and social
workers—to address the health, developmental, and educational needs of students
 The traditional model for school nursing provides for a school nurse, typically in an office or health
room, with or without an aide.
 A single nurse may also be shared among several schools.

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Session 3
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Physicians
Services Provided:
 Physicians are involved in schools and school health programme from many vantage points,
 including serving as public health officials to university teachers and researchers and as generalist
and specialist providers of direct patient services.
 The services they provide include consultation on health policy, health curricula, and evaluation of
programme and services;
 direct consultation regarding individual patients or groups of patients; and participation in
provision of health services at the school site.
 Asthma specialists set up asthma education programme, orthopaedic surgeons set up scoliosis
screening and sports medicine programme, and paediatricians advocate for and help to develop
sexuality education and health education programme.
 With the recent emphasis on education for all students with disabilities, the diagnosis of
conditions and review of programme for these students have become additional responsibilities

MODULE 2
Session 3
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 Dentist
 For students with special needs
 These services include everything from physical and speech therapy and psychological services to
intensive nursing care and case management.
 Examples of professionals providing these specialised services, in addition to school nurses, consulting
physicians, and dieticians include the following:
 Physical therapists: Emphasise the remediation of, or compensation for, mobility, gait, muscle
strength, and postural deficits.
 Occupational therapists: Focus on remediation of or compensation for perceptual, sensory, visual
motor, fine motor, and self-care deficits.
 Speech, language, and hearing therapists: Provide special education and related services and work
closely with teachers and parents to help children overcome communication problems.
 Audiologists : Are certified professionals who specialise in the identification and management of
children's hearing impairments in the school setting.

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Session 3
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 Mental Health or Pupil Services
 These services typically include school psychology, counselling, and social work, as well as the health
services personnel (e.g., physicians and nurses) previously described.
 School psychologists tend to focus on special learning and behaviour problems
 School counsellors on academic and career-related guidance, and
 School social workers on family and community factors that influence learning.
1. What are the roles of school nurse?
2. What are the roles of school physician?
3. What are the services for students with special needs
4. Name the specialists handling mental health of pupils

MODULE 2
Session 4
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Study Session 4
Strategies for School Health Promotion
Introduction
2.0 Main Content
2.1- Strategies for school health promotion
2.2- Methods of teaching health education
2.3- Competitions as a way of health promotion in schools
2.4- Health Education Calendar a way of health promotion in schools
Strategies for school health promotion
 Parent Teacher Association (PTA):
 Parent Teacher Association, if already formed as a part of school's activity, could be made use of to
promote health awareness among the parents, children and the community at large.
 If such an Association does not exist, the school authorities and teachers should take effort to form
parent-teacher-association in every school.

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Session 4
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 Health Club:
 Similar to other clubs in the school (literary clubs, science club, and the likes),
 teachers can assist in organising school health club. The main purposes are
To discuss various health problems in the school and plan to solve these problems
The club can also organise health surveys, take up projects like development of school vegetable
garden, safety and cleanliness of the school compound and other campaigns
 Health diaries:
 Each child can write about all the health activities which he she carried out on the previous day.
 Another way is to give each child a Health Habit booklet containing 10 to 12 health practices which he
she should carry out every day

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Session 4
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 Health Action Campaigns:
 Any activity related to health undertaken by a group of students for promoting health awareness in
the school, home or community
 and which in turn will lead to health action - action to improve health of the students, or families or
community at large.
 Health action campaigns can be: planting trees, cleaning the campus or neighbourhood, teaching
children in the village or slums, anti-smoking, rally on sanitation promotion, know your medicine,
safety at school, home and neighbourhood.
 School children as Health Scouts/Health Guides:
 Another way of promoting health awareness is by selecting students from middle and high schools and
training them as Health Scouts or Health Guides.
 From each class, the teachers can identify about 6-10 students who are active and interested in health.
 These students can be trained in health and health related subjects, one hour every week, gradually
 they will be able to assist the teachers in the effective implementation of the school health
programme.
 They win help in organising health exhibition celebrating health week, preparing survey of the
neighbourhood and planning and organising health campaigns.
 They can present health messages in the form of skits and plays during school assembly once a week

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 Organizing health activities:
 The teachers can prepare and get the students enact short plays and social dramas on health themes.
 They are used to explore people's attitudes, feelings and behaviour.
 Health Education or Instruction:
 Health education in the class room should be behaviour centred. It is developed through direct
instruction based on the child's changing needs and interests. It should be appropriate and problem
solving approach.
 Learning Resource Centre Appproach
 Competition as a way to promote heath
 Health Education Calendar to promote health

MODULE 2
Session 4
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1. Discuss the roles of health club in health promotion
2. List strategies of school health promotion
3. Discuss the roles of health scouts/guides in health promotion
4. Discuss the roles of health action campaigns in health promotion

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31

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