A discussion relating to the health impacts of our public schools


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This presentation stemmed out of discussions with the Toronto District School Board to examine improved methods of making public schools catalysts for healthier urban environments

Public school boards have often acquired their land decades ago. Since then, land values have appreciated considerably. This calls into question the need for these public schools to hold onto their large lot sizes. Could they sell a portion of their land to gain extra funding, or, could they partner with community and other stakeholder interests to leverage their potential to be invaluable catalysts for urban growth and development.

There are many opportunities for the contemporary school board to consider. This slide presentation introduces some of those concepts in a visual format.

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A discussion relating to the health impacts of our public schools

  1. 1. the landscape of education
  2. 2. = the educational landscape
  3. 3. educational opportunities
  4. 4. urban planning opportunities
  5. 5. health sustainabilitywellbeing quality design
  6. 6. health literacy
  7. 7. level of activity
  8. 8. Environmental Goal: to achieve urban planning guidelines that encourages active transportation and walkable neigbhourhoods quality design Social/Cultural Goal: to achieve a greater social cohesion and identity in the neighbourhood Goal: to encourage new opportunities for employment and community involvement Economic Goal: to create new economic opportunities for local businesses to establish themselves in high-pedestrian areas of the city. Goal: to increase property values in stagnant zones of the city
  9. 9. improving the health of the community through small campus thinking
  10. 10. 1. The building and grounds should be used efficiently for what is intended. The school building and grounds must provide the right range of teaching and learning spaces and other facilities to encourage interaction between students and staff and support the delivery of the curriculum.
  11. 11. 2. Spaces that work (both inside and out) A school must ensure the intended number of students can be properly accommodated. This will avoid spaces for teaching and learning becoming too hot or cold, too dark or too bright, too difficult to hear in, be heard or be difficult to teach in.   There must be suitable areas for physical activity, eating, socializing and outdoor learning, that are integrated with the school building and grounds. Age appropriate play is important for students to let off steam during break time, helping classroom concentration and promoting incidental exercise. Students can also learn interpersonal and communication skills through play.
  12. 12. 3. A clear and efficient layout, with long term flexibility The school building and grounds must allow all students, teachers and parents to easily find their way around, with safe and manageable student movement during the day. Getting this right means teachers will spend their time teaching and not managing movement or looking for stray students. It must be possible to adapt the buildings and grounds to a change of use in the future.
  13. 13. 4. The building is in the right location in relation to both other facilities and its users This means the school and grounds are planned to work with other amenities and the needs and location of its users. The school must be in walking or cycling distance for students and teachers, accessible by public transport, and with adequate space and access for necessary parking and deliveries
  14. 14. 5. The building is soundly constructed and detailed, including interiors and fittings The school grounds have been designed to allow for flexibility and adaptability and built to a good standard. It must be durable and easily maintained throughout its expected lifetime.   When dealing with an existing school or refurbished building, getting the furniture and equipment right for teachers and students has a major impact on the long term success of the school.
  15. 15. 6. The design and facilities management reduce running costs This means the layout and operation of the building aims to maximize comfort while minimizing energy use and other impacts on the environment while taking into consideration how it will be maintained in use. This is achieved by making the most of natural light and ventilation, managing energy use both during the school day and overnight, and students actively monitoring energy consumption.
  16. 16. 7. The building is safe and secure and does not exacerbate or encourage crime. Schools must be safe and secure for all students, teachers and parents; designed to aid supervision by teachers, for students to feel secure throughout the day, prevent bullying and zoned to allow out of hours access and operation. Particular areas of concern are corridors, entrances, hidden external spaces, school boundaries, gates and toilets.
  17. 17. 8. The building can be used with equal ease and dignity. The building should meet the diverse learning needs of all students, including those with special education needs and social difficulties. Meaningful consultation between the school and surrounding community to ensure their needs are met and that other facilities that can be collocated to better serve the community are delivered.
  18. 18. 9. The building and grounds respond to the challenges and opportunities of the site. This means the building encourages use by the community and integrates well with its locality and surroundings.
  19. 19. 10. The building and grounds form a coherent whole. Overall, a building and grounds should balance the various requirements for it, and come together as a coherent whole, adding to, rather than detracting from its surroundings
  20. 20. new partnerships
  21. 21. new partnerships
  22. 22. Want carpentry training? Monday, February 11 Wednesday, February 20 Tuesday, February 26 5 p.m. Toronto Community Housing Boardroom 931 Yonge Street (Rosedale subway) click for map 6 p.m. Lawrence Heights Community Centre 5 Replin Road (Lawrence West subway) click for map 1 p.m. North York YMCA Employment Centre 4580 Dufferin Street (Dufferin and Finch) click for map Please remove this poster after February 27, 2013 You can register for the program if you: are 16-29 years old live in a priority neighbourhood are out of school and out of work have completed Grade 10 For more information, please call 416-635-9622, ext. 253 Register now for the CHOICE Carpentry Come to an information session to learn more: The 12-week CHOICE Carpentry Pre-Apprentice program offers free training to youth interested in carpentry, and provides job placement support once the program has been successfully completed. Program funding provided by:In partnership with: Pre-Apprenticeship program new partnerships
  23. 23. new partnerships
  24. 24. new culture
  25. 25. new involvement
  26. 26. new innovations
  27. 27. new environment
  28. 28. = = 1 =
  29. 29. = = 1 =
  30. 30. teach learn collaborate -build curiosity -collaborate with teachers, staff and families -apply research-based methods -develop new assessment data to guide students and curricula -child-centred environment -develop units of inquiry -place-based approach to education -broad-based after-school curriculum -partnerships with schools around the world -engage families through workshops and volunteer activities -broaden student internship opportunities -develop university opportunities -sharing of practices with public fora, conferences.
  31. 31. A step-by-step guide to the preparation phase 1. Setting up a project management structure 2. Scoping the project 3. Preparing the stakeholder communication plan  4. Gathering background information 5. Summarizing and mapping information 6. Analyzing information 7. Writing a brief for the design phase
  32. 32. Improving Health Outcomes Collaborative Process Identify Problems Translate Research Assess the needs Raise political awareness for chronic diseases Develop policies that examine economic, legal and environmental policies associated with chronic disease Reduce risk factors leading to poor health Engage business as a partner in promoting health and active health Reduce the health impacts of poverty and urbanization. Re-orient the health system to incorporate active health concerns. Place a higher priority on upstream preventative measures to mitigate chronic health issues. Education & Advocacy Mapping & Visualizations Policy Development & Action Financial Incentives Apply Innovation Empower Community
  33. 33. Diversifying Development Potential Sustainable Development Health & Wellness Pursuit of Economic Prosperity Cyclical Development Hospitals
  34. 34. wellness health networks prosperity societal expectations happiness unable to continue dedicating increasing amounts of financial resources to traditional health care programs while avoiding the challenges of decreasing chronic disease. self-management social determinants of health Health Inequalities v. Health Disparities De-Hospitalizing the System When 1% of our population drives 30% of health costs,and when the top 5% of our population drives 60% of health costs, we need to think about changing the lifestyles of our populations before they arrive at the hospital. research technology partnerships injuries and safety mental health physical activity behaviour identifying and designing a response to chronic health concerns policy the health care system capital innovation