The document discusses strategies for effective coordination between education and health sectors to improve student outcomes. It argues that current approaches are insufficient due to lack of strategic planning, high quality programs, and coordination. Effective coordination requires a school health coordinator, council, community involvement, program integration, and coordinated student services. National agencies should provide leadership through strategic planning, incentives, grant programs, and research to support data-driven, collaborative school health efforts.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
Sydnor School Climate - Restorative Practicesrcsydnor
The document discusses implementing restorative practices to reduce suspensions at a school with 400 middle and high school students. The goals are a 75% reduction in suspensions, 25% increase in test scores, and 95% attendance rate. Primary initiatives include fully implementing restorative practices and interventions for at-risk students. Additional initiatives involve supporting struggling students and identifying areas where incidents may occur. The differences in suspension rates are attributed to bringing on restorative coordinators and changes in leadership philosophy.
This document provides guidance on developing healthy school communities through a comprehensive school health approach. It outlines a six-step cyclical process involving preparing, creating a shared vision, determining priorities, developing an action plan, implementing and monitoring activities, and reflecting and evaluating. Key aspects of developing a sustainable healthy school community include forming a wellness committee, understanding the four pillars of comprehensive school health, assessing needs, communicating effectively, and considering sustainability. The overall goal is to improve student and community health and well-being through a holistic approach.
This document summarizes a peer facilitation program proposed for implementation at Saint Louis University Laboratory High School to address shifting attitudes and values among students. The program aims to empower students socially, emotionally, and academically through peer-led seminars, workshops, and community activities. Selected high-achieving student peer facilitators would undergo training and lead sessions on topics like self-awareness, parenting, study skills, discipline, and careers. Program goals include developing students' initiative, responsibility, and positive relationships with family, peers, and community. Effectiveness will be evaluated through student and teacher feedback. The school is recommended to strengthen guidance services and teacher development to fully support the program.
The document discusses a ProActive Kids Program that is a free intensive six-month after-school program for kids ages 8-14 in DuPage County. The program focuses on physical fitness, nutrition education, counseling, family education, learning new activities, student mentoring, and graduation. It aims to promote healthy lifestyles and weight ranges for children. It is led by health, education, nutrition, and athletic leaders working together. The program includes physical fitness, nutrition advice, individual counseling, family discussions, trying new activities, student mentoring, and a celebration graduation. The overall goal is to create healthy kids.
The document discusses strategies for effective coordination between education and health sectors to improve student outcomes. It argues that current approaches are insufficient due to lack of strategic planning, high quality programs, and coordination. Effective coordination requires a school health coordinator, council, community involvement, program integration, and coordinated student services. National agencies should provide leadership through strategic planning, incentives, grant programs, and research to support data-driven, collaborative school health efforts.
Wellbeing in schools Dr Sue Whatman and colleagues AARE 2017Dr Sue Whatman
This paper was presented in the Sociology of Education SIG at AARE 2017 Canberra. The citation for the paper presentation is:
Whatman, S. Singh, P., Main, K., Low-Choy, S., Rose, J, Thompson, R., & Kearney, J. (2017). Mapping the mutually supportive relationships between teacher and student wellbeing in disadvantaged schools. Paper presented at AARE 2017 Hotel Realm, Canberra. Tuesday, 28th November, 2017.
This document discusses effective approaches to student discipline. It summarizes that zero tolerance policies that rely on suspension and expulsion have been shown to be ineffective and counterproductive. Instead, it advocates for positive discipline strategies focused on increasing desirable behaviors through reinforcement, supportive relationships, and addressing the underlying causes of misbehavior. These approaches benefit all students by improving school climate and safety while still addressing disciplinary issues. The document also discusses the use of alternative educational settings and interventions for students with more serious behavioral problems as required by the Individuals with Disabilities Education Act.
Sydnor School Climate - Restorative Practicesrcsydnor
The document discusses implementing restorative practices to reduce suspensions at a school with 400 middle and high school students. The goals are a 75% reduction in suspensions, 25% increase in test scores, and 95% attendance rate. Primary initiatives include fully implementing restorative practices and interventions for at-risk students. Additional initiatives involve supporting struggling students and identifying areas where incidents may occur. The differences in suspension rates are attributed to bringing on restorative coordinators and changes in leadership philosophy.
This document provides guidance on developing healthy school communities through a comprehensive school health approach. It outlines a six-step cyclical process involving preparing, creating a shared vision, determining priorities, developing an action plan, implementing and monitoring activities, and reflecting and evaluating. Key aspects of developing a sustainable healthy school community include forming a wellness committee, understanding the four pillars of comprehensive school health, assessing needs, communicating effectively, and considering sustainability. The overall goal is to improve student and community health and well-being through a holistic approach.
This document summarizes a peer facilitation program proposed for implementation at Saint Louis University Laboratory High School to address shifting attitudes and values among students. The program aims to empower students socially, emotionally, and academically through peer-led seminars, workshops, and community activities. Selected high-achieving student peer facilitators would undergo training and lead sessions on topics like self-awareness, parenting, study skills, discipline, and careers. Program goals include developing students' initiative, responsibility, and positive relationships with family, peers, and community. Effectiveness will be evaluated through student and teacher feedback. The school is recommended to strengthen guidance services and teacher development to fully support the program.
The document discusses a ProActive Kids Program that is a free intensive six-month after-school program for kids ages 8-14 in DuPage County. The program focuses on physical fitness, nutrition education, counseling, family education, learning new activities, student mentoring, and graduation. It aims to promote healthy lifestyles and weight ranges for children. It is led by health, education, nutrition, and athletic leaders working together. The program includes physical fitness, nutrition advice, individual counseling, family discussions, trying new activities, student mentoring, and a celebration graduation. The overall goal is to create healthy kids.
Mental health is important for teachers to effectively mold the next generation. The document outlines several programs to improve teacher mental health, including: 1) improving teacher-teacher and teacher-headmaster relations to foster cooperation and avoid blame; 2) arranging in-service courses and seminars for teachers to refresh their knowledge and skills; 3) ensuring job security through regular salary payments; and 4) improving teacher-community relations through common platforms to reduce isolation.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
- Whole-school approaches that involve the entire school community, including students, staff, parents, and local groups, are most effective for bullying prevention. Developing a positive school culture and climate can reduce bullying and build student confidence.
- Aligning bullying prevention with the New Zealand curriculum, such as through health education, technology education, and relationship-focused competencies, helps bullying prevention have maximum impact.
- Effective bullying prevention requires ongoing commitment through a long-term, whole-school approach with staff training and fostering positive relationships throughout the school community. Schools should promote safe reporting of bullying and address both the needs of students who are bullied and those who bully others.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
This document summarizes guidelines for developing and implementing a code of behavior for schools. It discusses key aspects such as involving stakeholders, promoting positive behavior, responding to inappropriate behavior, and legal requirements around suspension and expulsion. The guidelines aim to help schools create a code that fosters a positive learning environment and treats all students fairly.
Learning Guide: Unit 2 - Schools as centres of care.Saide OER Africa
HIV and AIDS in the South African context and probe the reasons for the gap between policy and practice. We reflect on three case studies that show what some schools are doing to provide care and support for vulnerable learners. These scenarios act as a stimulus for creating a vision of the school as a centre of care that supports the development of all its learners. A diagrammatic overview of the features of a caring and supportive school is provided, the components of which can be used as the basis for a school management framework.
This document discusses the importance of social and emotional learning (SEL) and the role of educational leaders in implementing and sustaining SEL programs. It outlines that SEL helps students develop skills to manage emotions, relationships, and decisions, providing benefits for academic performance, health, and citizenship. Research shows SEL instruction improves achievement test scores and skills. The document emphasizes that strong leadership is essential for successful adoption of SEL, and leaders must model SEL skills, communicate vision, and ensure adequate resources and staff support over time.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
This document discusses codes of conduct and professional dispositions for teachers. It begins by defining what a code of conduct is and explaining that it establishes norms and responsibilities for an organization. It then discusses the importance of a code of conduct for guiding decision making, encouraging ethics discussions, and serving as a reference. The document outlines the structure and purpose of a professional code for teachers, including setting values of respect, care, trust and integrity. It lists standards for professional values and relationships, integrity, conduct, practice, development, and collegiality. Finally, it defines disposition, explains the importance of professional dispositions for classroom success, and notes research showing dispositions significantly influence student learning.
1. The document discusses an ethical dilemma faced by a teacher trainee regarding a student who was struggling due to family issues and inability to pay school fees.
2. The trainee helped the student by paying their fees, but was scolded by their supervisors for becoming involved in the student's personal life.
3. After an investigation, the trainee was praised for helping the student but warned to inform authorities first in the future. The experience taught the trainee about balancing caring for students and following proper procedures.
The role of school board, school heads and parent teachers association in the...Alexander Decker
This document discusses the role of school boards, school heads, and parent-teacher associations in the effective management of public schools in Nigeria. It presents results from a study that examined the relationship between these groups and school management operations. The key findings were:
1) The role of school boards was found to have no significant relationship with school management systems.
2) The controlling functions of school heads were found to have a significant relationship with school management systems.
3) School heads were found to have no relationship with the management systems of secondary schools.
4) Parent-teacher associations were found to have a significant influence on school management operations.
Promoting health with campus substance use policyhealthycampuses
This resource is the first in a series of discussion papers from CARBC that offers a potential framework for guiding thought and action on substance use policy. Dan Reist, Assistant Director, and Tim Dyck, Research Associate, encouraged 2017 SUMMIT participants to carefully consider the broad theoretical perspective of the frame, and then confer with colleagues on how it might be applied to policies within their own campus community context. The framework echoes the Okanagan Charter’s call to adopt an approach to campus well-being that promotes holistic health in all aspects of campus culture and makes it an integral, vital consideration in all policy initiatives.
This proposal suggests partnership models between schools and local organizations to promote healthy school environments on a limited budget. It proposes three development models: 1) A "Fine Dining" model partnering with stores like Whole Foods to supply nutritious cafeteria food using surplus product that would otherwise be wasted. 2) An "Extra-Curricular Model" using student incentives to encourage health and activity. 3) A "Mobile Learning" model bringing resources to students through partnerships. The goal is to create a "culture of health" through innovative, collaborative solutions that improve nutrition, fitness and learning despite budget constraints.
Positive Guidance & NAEYC Code of Ethics Presentationmary_bf
This document summarizes a staff development presentation about positive guidance and the NAEYC Code of Ethics. It defines positive guidance and the problem-solving approach, which includes active listening, negotiation, setting limits, modifying the environment, and affirmations. It then summarizes the four sections of the NAEYC Code of Ethics, which outline responsibilities to children, families, colleagues, and the community. The document concludes with a discussion of ethical conduct scenarios and a bibliography.
The document provides an agenda for a SEND Strategy Launch event. The event will include presentations on the new SEND framework, the local Essex context, developing the SEND strategy and priorities through partnership working, and thoughts on a SEND video. Attendees will register and have refreshments from 10:00-10:30am before Cllr Ray Gooding and Peta Ullmann give welcome and introductions. The agenda then provides timing and speakers for several presentations throughout the morning before Cllr Gooding closes the event at 12:00pm and attendees have lunch and networking.
The International Journal of Engineering and Science (IJES)theijes
The study evaluated the impact of a mentoring program on students' general development in a secondary school in Nigeria based on teacher perceptions. A questionnaire was administered to 66 teachers to assess the program's effects on cognitive, affective, and psychomotor development. Results showed that most teachers agreed the program positively impacted student development. Chi-square analyses found no significant differences between male and female teachers' responses regarding the program's effects on the three domains. The study aimed to help improve the mentoring program based on teacher feedback.
This document outlines the behavior policy of The Ockendon Academy & Studio School. It discusses the school's core values of respect, citizenship, and developing both intellectual and social skills in students. It also addresses taking individual student needs into account, such as those with disabilities or special educational needs, to ensure fair treatment and avoid discrimination. Reasons for inappropriate student behavior are provided, and it is emphasized that the behavior policy should be applied considerately based on students' circumstances.
The document provides guidance for implementing Homeroom Guidance during the COVID-19 pandemic in the 2021-2022 school year. It revises previous policies on Homeroom Guidance and aims to equip students with life skills. Selected competencies from the Homeroom Guidance curriculum will be offered this year, with the full curriculum to be implemented next year. Homeroom Guidance is a comprehensive program that promotes students' academic, personal-social, and career development through life skills. It is guided by theories of development and designed to be implemented through collaboration between schools, homes, and communities.
This document calls for the integration of health and social programs within education systems, rather than just alignment between the sectors. It argues that health and education are symbiotic and that a healthier learning environment leads to better educational outcomes. While school health programs have had some success, maintaining funding and resources for multifaceted approaches has been challenging. True integration of health and social goals within education policies and practices could help address these sustainability issues by embedding priorities within the core functions of schools. The health sector is invited to seek this deeper level of integration by better understanding education systems and focusing on child development rather than isolated issues.
This document discusses promoting health in schools through a holistic approach. It summarizes evidence that taking a whole-school approach to health promotion, which addresses policies, environment, curriculum, community links and services, can improve both educational and health outcomes for students. Specifically, multi-faceted approaches that consider the social and emotional factors impacting learning are more effective than single-issue programs delivered only in the classroom. The evidence indicates schools should utilize all six components of a health promoting schools approach to enhance students' well-being and learning.
Mental health is important for teachers to effectively mold the next generation. The document outlines several programs to improve teacher mental health, including: 1) improving teacher-teacher and teacher-headmaster relations to foster cooperation and avoid blame; 2) arranging in-service courses and seminars for teachers to refresh their knowledge and skills; 3) ensuring job security through regular salary payments; and 4) improving teacher-community relations through common platforms to reduce isolation.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
- Whole-school approaches that involve the entire school community, including students, staff, parents, and local groups, are most effective for bullying prevention. Developing a positive school culture and climate can reduce bullying and build student confidence.
- Aligning bullying prevention with the New Zealand curriculum, such as through health education, technology education, and relationship-focused competencies, helps bullying prevention have maximum impact.
- Effective bullying prevention requires ongoing commitment through a long-term, whole-school approach with staff training and fostering positive relationships throughout the school community. Schools should promote safe reporting of bullying and address both the needs of students who are bullied and those who bully others.
PresEd 19: Chapter 4 (Implementing Early Childhood Programs: Applying to Prac...CarloAlmanzor1
This shows information about the different programs that we can apply in teaching field. This includes the different features of each program: How they alike and differ to one another.
This document summarizes guidelines for developing and implementing a code of behavior for schools. It discusses key aspects such as involving stakeholders, promoting positive behavior, responding to inappropriate behavior, and legal requirements around suspension and expulsion. The guidelines aim to help schools create a code that fosters a positive learning environment and treats all students fairly.
Learning Guide: Unit 2 - Schools as centres of care.Saide OER Africa
HIV and AIDS in the South African context and probe the reasons for the gap between policy and practice. We reflect on three case studies that show what some schools are doing to provide care and support for vulnerable learners. These scenarios act as a stimulus for creating a vision of the school as a centre of care that supports the development of all its learners. A diagrammatic overview of the features of a caring and supportive school is provided, the components of which can be used as the basis for a school management framework.
This document discusses the importance of social and emotional learning (SEL) and the role of educational leaders in implementing and sustaining SEL programs. It outlines that SEL helps students develop skills to manage emotions, relationships, and decisions, providing benefits for academic performance, health, and citizenship. Research shows SEL instruction improves achievement test scores and skills. The document emphasizes that strong leadership is essential for successful adoption of SEL, and leaders must model SEL skills, communicate vision, and ensure adequate resources and staff support over time.
A positive school culture is key to making initiatives successful when facing limited budgets. The principal of Shiloh High School outlines several strategies to build such a culture, including celebrating successes, modeling expectations, increasing parent/community involvement, and developing a shared vision. He emphasizes the importance of collaboration through common planning times, technology, and professional development led by teacher leaders. Building capacity in teachers, students, and administrators helps ensure consistent messaging that supports the school's vision.
This document discusses codes of conduct and professional dispositions for teachers. It begins by defining what a code of conduct is and explaining that it establishes norms and responsibilities for an organization. It then discusses the importance of a code of conduct for guiding decision making, encouraging ethics discussions, and serving as a reference. The document outlines the structure and purpose of a professional code for teachers, including setting values of respect, care, trust and integrity. It lists standards for professional values and relationships, integrity, conduct, practice, development, and collegiality. Finally, it defines disposition, explains the importance of professional dispositions for classroom success, and notes research showing dispositions significantly influence student learning.
1. The document discusses an ethical dilemma faced by a teacher trainee regarding a student who was struggling due to family issues and inability to pay school fees.
2. The trainee helped the student by paying their fees, but was scolded by their supervisors for becoming involved in the student's personal life.
3. After an investigation, the trainee was praised for helping the student but warned to inform authorities first in the future. The experience taught the trainee about balancing caring for students and following proper procedures.
The role of school board, school heads and parent teachers association in the...Alexander Decker
This document discusses the role of school boards, school heads, and parent-teacher associations in the effective management of public schools in Nigeria. It presents results from a study that examined the relationship between these groups and school management operations. The key findings were:
1) The role of school boards was found to have no significant relationship with school management systems.
2) The controlling functions of school heads were found to have a significant relationship with school management systems.
3) School heads were found to have no relationship with the management systems of secondary schools.
4) Parent-teacher associations were found to have a significant influence on school management operations.
Promoting health with campus substance use policyhealthycampuses
This resource is the first in a series of discussion papers from CARBC that offers a potential framework for guiding thought and action on substance use policy. Dan Reist, Assistant Director, and Tim Dyck, Research Associate, encouraged 2017 SUMMIT participants to carefully consider the broad theoretical perspective of the frame, and then confer with colleagues on how it might be applied to policies within their own campus community context. The framework echoes the Okanagan Charter’s call to adopt an approach to campus well-being that promotes holistic health in all aspects of campus culture and makes it an integral, vital consideration in all policy initiatives.
This proposal suggests partnership models between schools and local organizations to promote healthy school environments on a limited budget. It proposes three development models: 1) A "Fine Dining" model partnering with stores like Whole Foods to supply nutritious cafeteria food using surplus product that would otherwise be wasted. 2) An "Extra-Curricular Model" using student incentives to encourage health and activity. 3) A "Mobile Learning" model bringing resources to students through partnerships. The goal is to create a "culture of health" through innovative, collaborative solutions that improve nutrition, fitness and learning despite budget constraints.
Positive Guidance & NAEYC Code of Ethics Presentationmary_bf
This document summarizes a staff development presentation about positive guidance and the NAEYC Code of Ethics. It defines positive guidance and the problem-solving approach, which includes active listening, negotiation, setting limits, modifying the environment, and affirmations. It then summarizes the four sections of the NAEYC Code of Ethics, which outline responsibilities to children, families, colleagues, and the community. The document concludes with a discussion of ethical conduct scenarios and a bibliography.
The document provides an agenda for a SEND Strategy Launch event. The event will include presentations on the new SEND framework, the local Essex context, developing the SEND strategy and priorities through partnership working, and thoughts on a SEND video. Attendees will register and have refreshments from 10:00-10:30am before Cllr Ray Gooding and Peta Ullmann give welcome and introductions. The agenda then provides timing and speakers for several presentations throughout the morning before Cllr Gooding closes the event at 12:00pm and attendees have lunch and networking.
The International Journal of Engineering and Science (IJES)theijes
The study evaluated the impact of a mentoring program on students' general development in a secondary school in Nigeria based on teacher perceptions. A questionnaire was administered to 66 teachers to assess the program's effects on cognitive, affective, and psychomotor development. Results showed that most teachers agreed the program positively impacted student development. Chi-square analyses found no significant differences between male and female teachers' responses regarding the program's effects on the three domains. The study aimed to help improve the mentoring program based on teacher feedback.
This document outlines the behavior policy of The Ockendon Academy & Studio School. It discusses the school's core values of respect, citizenship, and developing both intellectual and social skills in students. It also addresses taking individual student needs into account, such as those with disabilities or special educational needs, to ensure fair treatment and avoid discrimination. Reasons for inappropriate student behavior are provided, and it is emphasized that the behavior policy should be applied considerately based on students' circumstances.
The document provides guidance for implementing Homeroom Guidance during the COVID-19 pandemic in the 2021-2022 school year. It revises previous policies on Homeroom Guidance and aims to equip students with life skills. Selected competencies from the Homeroom Guidance curriculum will be offered this year, with the full curriculum to be implemented next year. Homeroom Guidance is a comprehensive program that promotes students' academic, personal-social, and career development through life skills. It is guided by theories of development and designed to be implemented through collaboration between schools, homes, and communities.
This document calls for the integration of health and social programs within education systems, rather than just alignment between the sectors. It argues that health and education are symbiotic and that a healthier learning environment leads to better educational outcomes. While school health programs have had some success, maintaining funding and resources for multifaceted approaches has been challenging. True integration of health and social goals within education policies and practices could help address these sustainability issues by embedding priorities within the core functions of schools. The health sector is invited to seek this deeper level of integration by better understanding education systems and focusing on child development rather than isolated issues.
This document discusses promoting health in schools through a holistic approach. It summarizes evidence that taking a whole-school approach to health promotion, which addresses policies, environment, curriculum, community links and services, can improve both educational and health outcomes for students. Specifically, multi-faceted approaches that consider the social and emotional factors impacting learning are more effective than single-issue programs delivered only in the classroom. The evidence indicates schools should utilize all six components of a health promoting schools approach to enhance students' well-being and learning.
This document discusses coordinated school health programs (CSHP). It defines CSHP and its 8 components: comprehensive school health education, physical education, school health services, school nutrition services, school counseling/psychological/social services, healthy school environment, staff health promotion, and family/community involvement. It describes how to establish or strengthen a CSHP through leadership, an advisory committee, supportive policies, resource mapping, needs assessment, plan development, and ongoing evaluation. The goal of a CSHP is to address students' health needs and improve their ability to learn through an integrated approach across its 8 components.
The document discusses the philosophy and principles of health education. It emphasizes that the philosophy of health education acts as a guide for developing effective health programs that can positively influence people's health behaviors. The philosophy includes the history, knowledge, beliefs, concepts, attitudes, and theories of health education as a profession. The document also outlines the roles and responsibilities of health educators, which include assessing needs, planning and implementing programs, evaluating effectiveness, and acting as a resource person. It describes the qualities of effective health educators, such as staying motivated, being organized, treating students with respect, listening to students, and setting goals.
The document discusses the role of school nurses in promoting student health and wellness. It begins by noting that many children today prioritize screen time over physical activity, exacerbating declining healthy habits. As a result, school nurses must take a leading role in developing and implementing strategies to improve student wellness. The document then defines school nursing as advancing student well-being, success, and lifelong achievement through facilitating positive development. It provides examples of school nurse responsibilities like promoting health, intervening in existing/potential issues, and building student/family self-management. Finally, it states that further research is needed on implementing wellness programs in Chinese schools, as existing research focuses primarily on Western cultures.
Project Proposal on Promotion of School Health and Nutrition (POSHAN) ProjectMohammad Aslam Shaiekh
The POSHAN Project aims to promote school health and nutrition in 4 villages in Nepal over 2 years. It will establish Child Care Centers in schools to provide health screenings, treatment, and nutrition services. It will implement several strategies, including developing school health policies, providing safe water and sanitation, delivering health education, and offering health and nutrition services in schools. The project expects to improve students' health, education outcomes, and social equity in a cost-effective manner by ensuring children are healthy, well-nourished, and able to fully participate in and benefit from their education.
Educating the whole child is important to prepare students for the 21st century. A narrow focus only on core academics is not enough. Students need to be healthy, safe, engaged, supported, and challenged to learn. This involves considering students' physical, social, emotional, and academic needs. When these components work together in an integrated way, students are better able to succeed in school and beyond.
This document discusses key concepts in health behavior, health education, and health promotion. It defines health behavior as behaviors that impact a person's health. Health education is defined as the process of educating people about health through planned learning experiences designed to provide skills and information to make quality health decisions. Health promotion is a broader term that involves educational, political, and organizational mechanisms to support healthy living. The document also outlines the roles and responsibilities of health educators as well as assumptions about health behavior change.
The document discusses the evolution of health education from a crisis-oriented approach focused on epidemics to a preventive model emphasizing students' health attitudes and behaviors. It also defines key terms like health, health education, and outlines the roles and responsibilities of teachers in developing and implementing comprehensive school health programs and instruction, including addressing controversial topics.
The document discusses the Health Promoting Schools scheme which aims to promote strategic and holistic approaches to developing health and wellbeing across the whole school community. It outlines six key stages in the process, including identifying priority areas, developing a school mission statement and health action plan, and ensuring policies support pupil's emotional, physical and social needs. The scheme also focuses on curriculum and learning, parental and community involvement, staff wellbeing, and accessing specialist support.
This document provides a syllabus for the Personal Development, Health and Physical Education (PDHPE) key learning area for students in Kindergarten through Year 6 in New South Wales, Australia. It outlines the rationale, aim, objectives, and content covered in the PDHPE curriculum, which is designed to develop students' knowledge, skills, values and attitudes to lead healthy and fulfilling lives through a focus on physical activity, health education, and personal development. The syllabus is intended to give schools flexibility in addressing health priorities like drug education, fitness, child protection, and nutrition in a manner reflective of their community.
This document provides a syllabus for Personal Development, Health and Physical Education (PDHPE) for students in Kindergarten through Year 6 in New South Wales, Australia. It outlines the rationale, aim, objectives, outcomes, content, and approaches for teaching PDHPE. The syllabus is designed to develop students' knowledge, understanding, skills, and attitudes to lead healthy, active lives. It covers eight strands: Active Lifestyle; Dance; Games and Sports; Growth and Development; Interpersonal Relationships; Personal Health Choices; Safe Living; and Gymnastics. The syllabus aims to promote physical activity, informed decision making, and understanding of health and development.
GA House Study Committee on Health, Education, and School-Based Health Centers
Dr. Veda Johnson , Director of Partners for Equity in Child & Adolescent Health, Emory Univ School of Medicine
www.gacommissiononwomen.org
The document summarizes several models of school health programs, including the three-component model, eight-component model, and full-service schools model. It describes the key elements and features of each component in the different models. The three-component model includes health education, health services, and a healthful environment. The eight-component model, from the CDC, expands on this to include additional elements like physical education, nutrition services, counseling, and parent/community involvement. The full-service schools model envisions the school as a center providing a wide range of health, social, and family services through collaboration with community agencies.
The document outlines the Oplan Kalusugan sa DepEd program run by the Bureau of Learner Support Services-School Health Division of the Department of Education. It details the six flagship health programs, which include school feeding, medical services, water/sanitation/hygiene, adolescent health, drug education, and mental health. The programs are mandated by law and guided by DepEd orders. They are implemented as year-round, harmonized activities and complement the K-12 curriculum across grade levels. Emphasis is placed on partnerships to effectively deliver the programs and ensure learner health and education.
A health and nutrition promoting schools [Autosaved] (1)Farah Roble
This document discusses strategies for promoting health, nutrition, hygiene and sanitation in school feeding programs. It outlines objectives of school health programs such as imparting knowledge on healthy living. Factors affecting learner health like infrastructure, food safety and water supply are examined. The importance of school health policies, skills-based health education, and creating health-promoting schools is discussed. Signs of healthy learners and key lessons learned about integrating nutrition and sanitation into education are summarized.
SFU's Vision for a Healthy Campus CommunityBrian Portner
Simon Fraser University has developed a vision for a healthy campus community through campus-wide consultation. The vision aims to create a supportive environment that fosters well-being and success for students, faculty and staff. It calls on all members of the SFU community to consider how to enhance health and well-being through policies, learning and working environments, physical spaces, and community. The vision is part of SFU's commitment to be an engaged university that values the health of its members.
PDHPE (Personal Development, Health and Physical Education) in primary schools promotes healthy lifestyles and safety skills. It addresses issues like increasing obesity and sedentary behavior by teaching the benefits of physical activity and healthy eating. PDHPE also teaches safety skills around road safety, stranger danger, and more. The goal is to develop students into healthy, self-aware citizens who can make safe choices. However, PDHPE only receives 10% focus in the curriculum, so more support is needed from teachers, parents, and schools to emphasize its importance.
Similar to Aligning Health and Education in the School Setting (Slade Keynote Oct 2011) (20)
This document summarizes trends and issues related to Health Promoting Schools (HPS) in Europe. It discusses the SHE Network, which includes 43 European countries focused on making HPS an integral part of education and health policy. The document also outlines an upcoming HPS conference focusing on equity, education, and health, and lists trendy HPS topics in Europe such as early childhood education, schools and community development, and promoting healthy lifestyles like mental health and preventing overweight. Issues addressed are making better use of experience with intersectoral collaboration and focusing on reducing health inequalities.
Children of Armenia Fund (COAF) operates in 11 villages in Armenia and was founded in 2003 to create a holistic model for rural development. COAF believes in addressing human and social development through programs in infrastructure, health, education, child and family services, and economic development. COAF considers schools important for transmitting innovative knowledge and empowering children as agents of change, especially in health and education which are growing industries. Challenges include lack of resources and unhealthy lifestyles, but COAF is implementing programs like health clubs, nutrition initiatives, and social-emotional learning to promote health and wellness in schools and communities.
This document discusses health promoting schools in Eastern Europe and Central Asia. It provides background on the School Health Promotion Network, which has 43 member countries in Europe and Central Asia. The document outlines support provided to 13 countries in the region to introduce and develop health promoting schools. Key issues discussed include the need for sustainable national programs, better links with funders, and securing involvement from ministries of education. Future plans are to continue technical support with a focus on reducing health inequalities and sustainability of programs.
The document summarizes a webinar discussing effective approaches to sexuality education. It outlines curriculum goals in Manitoba and British Columbia that address topics like puberty, relationships, and prevention of STIs and HIV/AIDS. It also addresses common concerns about sexuality education and emphasizes the importance of a supportive environment, developing skills, and addressing social influences on decision-making. Effective strategies discussed include assessing student needs, gaining administrative support, communicating with parents, and establishing trust with students.
This document summarizes sexually transmitted infections (STIs) in Canada. It discusses the most common STIs like chlamydia, HPV, and herpes. It notes that chlamydia rates are highest among young people aged 15-24. While reported chlamydia rates have increased, the actual prevalence has likely remained stable. Consistent condom use can significantly reduce STI transmission rates. However, barriers like serial monogamy relationships and lack of negotiation skills hinder condom use among Canadian youth.
This document summarizes a European project called Shape Up that aimed to develop students' abilities to critically explore and improve health-related conditions at school, home, and in their communities. It discusses two case studies from the project in Vienna, Austria and Monza, Italy that focused on school-community collaboration. Potentials included schools gaining additional resources and expertise, while barriers were pressures on teacher time and balancing external partners' goals with schools' priorities. Overall, mutual understanding between partners and involving students in decision-making were keys to overcoming barriers and achieving sustainable collaborations that benefit social, economic, and environmental development.
This document outlines Wales' National Quality Award for health promotion in schools. The award aims to develop consistent assessment criteria for schools that have embedded health promotion. Schools must be actively involved in their local health scheme for 8-11 years to be eligible. The assessment focuses on 7 health aspects across leadership, curriculum, environment, and community involvement. Independent assessors evaluate evidence portfolios and school visits to determine if standards are met. The goal is to recognize exemplary schools working towards health consistently throughout Wales in a sustainable way.
This document discusses programs and initiatives in Germany that aim to promote health and education in early childhood centers and schools. It focuses on the Anschub.de program, which creates regional networks between schools and partners to support schools' development of quality health and education standards. The program operates at the national, regional, and school level. It also outlines indicators for what constitutes a "good, healthy school" including factors like teaching strategies, leadership, management, culture, and climate.
This document discusses strategies for closing the educational achievement gap by addressing health disparities that negatively impact student learning. It identifies seven health factors that significantly influence educational outcomes: vision, asthma, teen pregnancy, aggression/violence, physical activity, breakfast consumption, and ADHD. These issues disproportionately affect low-income urban minority youth. The document outlines how schools can implement programs to screen for and treat vision problems, manage asthma, provide sex education and services for pregnant teens, promote non-violence, increase physical activity, offer school breakfast, and support those with ADHD. Addressing multiple health issues simultaneously could have synergistic benefits for improving educational performance.
This document outlines 10 common principles for school health, community safety, and other related movements. It discusses taking a comprehensive whole-child approach, serving all students especially vulnerable groups, understanding the local context, and using evidence-based coordinated interventions. The principles also include identifying local change mechanisms, building capacity at all levels, and taking a strategic approach to systems and cultures. Feedback from this symposium will be incorporated into an International Union for Health Promotion and Education conference.
The document discusses strategies to address health disparities that affect educational outcomes for minority youth from low-income families. It identifies 7 priority health factors: vision, asthma, teen pregnancy, aggression/violence, physical activity, breakfast, and ADHD. It outlines the prevalence and disparities of these factors, how they can affect education through cognition, engagement, absenteeism etc. It recommends evidence-based school programs and policies to address the issues and calls for coordinated support from education and health sectors.
The document discusses education for sustainable development (ESD), which aims to empower people to commit to sustainability through education. ESD promotes learning about the environment, economy, society and culture to address challenges like deforestation, access to water, and threats to indigenous languages. The UN Decade of ESD from 2005-2014 emphasized teaching values of human rights, cultural diversity and environmental protection to encourage more sustainable behaviors.
Describes and award winning web site and education program aimed at youth, teachers, health care professionals, parents and adults. Presented at an international conference June 2007 organized by ISHN(www.internationalschoolhealth.org)
The document discusses comprehensive school health approaches in Canada over time. It outlines the evolution from focusing on individual diseases and health topics to a more coordinated, systems-based approach considering the complex context and characteristics of schools. The 2007 Canadian consensus statement emphasizes a framework with five C's: context, complexity, capacity, and characteristics to guide future comprehensive school health efforts through coordinated policy, leadership, knowledge sharing, and workforce development. Opportunities exist to strengthen comprehensive school health in Canada by addressing issues across governments and taking a more sustained, systematic approach.
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Aligning Health and Education in the School Setting (Slade Keynote Oct 2011)
1. 2011 NJ School Health Leadership Academy
October 13 2011
Aligning Health & Education
in the School Setting
Sean Slade, Director, ASCD
sslade@ascd.org
2. The Healthy School Communities Model:
Aligning Health and Education
in the School Setting
ASCD, March 2011
Robert ‘Skip’ Valois, Sean Slade, Ellie Ashford
3. Introduce the issue
Successes and limitations of CSH
Need for change?
How to change?
9 levers of change
*
Key levers
4. !
Issue
Health and wellbeing have for too long been considered the
domain of health experts.
For too long it has been silo-ed both geographically and
philosophically apart from the school and the educational
context.
7. Rarely has health been included or required to be an integral
part of the school’s educational process – but when it has the
results are surprising.
Schools that work purposefully towards enhancing the health
– mental, social, emotional as well as physical – of both their
staff and students, frequently report results that Principals
and Administrators want to hear…
8. • higher academic achievement of students[i]
• the development of a positive school climate[ii]
• reduced absenteeism [iii]
• increased staff satisfaction and less staff turnover[iv]
• greater efficiency, increased resources and links into
community [v]
• and ultimately the development of a school-community
culture that promotes and enhances student growth[vi].
9. • increased student-staff and student-school levels of
connectedness (vii)
• reduced risk-taking behavior
… drug and alcohol use, early sexual activity, bullying
and victimization behavior (viii)
• and supports the development of the Whole Child
…healthy, safe, engaged, supported, challenged. (ix)
10. Addressing the health and well-being needs of the school, its
staff, and its students also address the teaching and learning
needs of the same constituents. [x]
They are symbiotic, one and the same, and as such one does
not exist for long without the other.
12. Establishment of CSH
Introduced in 1987
8 component model
Broader and more defined approach to school health
CDC/DASH disseminated this model
Provided a standard, reliable framework for organizing
school health nationwide.4
13. Coordinated School Health
Health Ed
Family &
PE
Community
Health
Promotion
for Staff
?
CSH Health
Services
Healthy Nutrition
Environment
Counseling
& Social
Services
15. Used in at least 46 states
Successes and limitations
This health-centric CSH approach has undoubtedly had some
success
Common health-centric framework
Alignment of health agencies, services, functions
Promotion of academic benefits for health
16. Approaches have frequently required a substantial change in
the way schools and their staff practice
Successes and limitations
however it has never had the broad encompassing success
and influence over the whole school environment that had
been envisioned.
Gap between theory and practice
Promotion that health is the duty of health professionals
17. Where there was a need 20 yrs ago to target the health
and wellbeing of students via a separate and distinct
structure in order to focus attention/resources towards
health
…there is a need today to combine, align and merge
these structures so that systems work in unison.
We do not have the time nor resources to continue the
current push me-pull me environment and neither do our
children.
18. …limited resources and a shared commitment to “
[W]e must connect the dots between health and learning.
children’s wellbeing make a coordinated approach not only
practical but preferable
…the promise of a coordinated school health program,
thus far, outshines its practice
Eva Marx, Susan Wooley & Daphne Northrop, 1998
19. In sum, if American schools do not coordinate and
“
modernize their school health programs as a critical part of
educational reform, our children will continue to benefit at
the margins from a wide disarray of otherwise unrelated, if
not underdeveloped, efforts to improve interdependent
education, health, and social outcomes. And, we will forfeit
one of the most appropriate and powerful means available
to improve student performance.
Lloyd Kolbe, 2002
20. school health and school improvement. Persistence in “
Insistence on alignment of programs under the ‘‘health’’
banner is detrimental to the purpose and mission of both
garnering support for health ‘‘programs’’ rather than finding
the niche of the health-promotion process in ongoing school
improvement efforts contributes to insurmountable language
and organizational barriers that detract from the existent
value of health in the school setting.
Tena Hoyle, Todd Bartee & Diane Allensworth, 2009
21. “
Though rhetorical support is increasing, school health is
currently not a central part of the fundamental mission of
schools in America nor has it been well integrated into the
broader national strategy to reduce the gaps in educational
opportunity and outcomes.
Charles Basch, 2010
22. all schools adopted Coordinated School Health?
Joyce Fetro, 2010
“
A paradigm shift is needed… why after 20 years haven’t
23. Need for change?
So what has held educators back from whole heartedly
embracing health and wellbeing across their schools and
across their policies, processes and systems?
24. Need for change?
Maybe CSH itself has played a role…
The fact that there has been a separate section of the
system that has been designed to cater to the health
needs of students has in fact allowed education to ignore
or push health aside.
Placing health as a separate entity has perpetuated the
silo-ing of health and education.
26.
A change in how we view health and education is required - a
change in how the two operate, align and integrate in the
school and community setting.
However the biggest change must be in how education views
health. Therefore the conversation cannot be directed
towards health professionals but towards education
professionals.
27.
A secondary change must be how health views itself and not
allow itself to be considered separate from education.
Health must see itself as key to the growth and development
of youth; understand that champions are a ‘foot in the door’
and not the end goal; and understand what is required to
ensure sustainability.
It must outline and define the educational benefits of healthy
students, healthy staff and a healthy effective school – for
education’s sake.
28.
It should not be assumed, however, that the weight and onus
of health and wellbeing should be transferred from health to
education in the school context. Nor should it be inferred that
the expertise of health professionals be ignored, disregarded
or side-lined.
Rather what should be assumed is that health and education
be required to work as partners just as the school and
community must work as partners to establish safe, connected
and resource rich environments with common goals and
aligned strategies.
29. How?
Less has been articulated in how this is to be achieved.
In short if we are to better align, coordinate and link health
and education in the school setting the conversation must be
expanded to include educators – teachers, school staff and
administrators.
30. 1.
9 levers
Principal as leader
as leader
How?
2. Active and engaged leadership
3. Distributive team leadership
4. Effective use of data in planning process
5. Integration with the school improvement plan
Integration with the school improvement plan
6. Ongoing and embedded professional development
7. Authentic community collaborations
community collaborations
8. Stakeholder support of local efforts
9. Creation/modification of school policy related to process
31. 9 levers
Principal as leader
How?
Principal leadership matters. In fact, the recent evaluation of
the Healthy School Communities (HSC) pilot project showed
that the role of the principal was the most critical piece of the
puzzle in implementing meaningful school change and school
improvement.
32. 9 levers
Principal as leader
How?
Other elements were crucial… such as an understanding that
health improvement supports school improvement, authentic
community collaboration, and the ability to make systemic
rather than merely programmatic change—but these pieces
more often than not arose via the influence and role the
principal took in the implementation of HSC.
33. 9 levers
Principal as leader
How?
Principal leadership in these sites not only provided an
automatic “educational acceptance” of the initiative to the
wider school body, but also used the interpersonal and
managerial skill of the principal in aligning stakeholders.
Principal-led teams were found to develop more diverse
committees, involve more stakeholders, and initiate more
systemic change to school policy and process.
34. 9 levers
Principal as leader
How?
Principal leadership of the process takes what may have been
seen as merely a “health issue”— which might be considered
beneficial but somewhat separate from education—and
positions it directly under the responsibility of the principal
and the school improvement process.
35. 9 levers
Principal as leader
How?
In many ways the school principal is the most important and
influential individual in any school. It is the principal’s
leadership that sets the tone of the school, the climate for
teaching, the level of professionalism and morale of teachers,
and the degree of concern for what students may or may not
become.
36. 9 levers
Principal as leader
How?
The principal is the main link between the community and the
school, and the way he or she performs in this capacity largely
determines the attitudes of parents and students about the
school. If a school is a vibrant, innovative, child-centered place,
if it has a reputation for excellence in teaching, if students are
performing to the best of their ability, one can almost always
point to the principal’s leadership as the key to success.
- U.S. Congress, 1970, p. 56
37. 9 levers How?
Integration with the school improvement plan
For change to be meaningful and sustainable, it needs to
address school improvement at the systemic level, rather than
just the programmatic level. Programmatic changes are more
likely to be tried and rolled back or become “siloed” as the
property of a particular staff member or department.
Authority to make systemic changes often resides with the
principal, the administration, and the school board.
38. 9 levers How?
Integration with the school improvement plan
The evaluation found that when sites did not include these
parties - principal, the administration, and the school board -
as well as key community stakeholders, they were more
likely to focus on a programmatic rather than systemic
approach.
39. 9 levers
Authentic community collaborations
How?
All partners in the school community need to have a sense of
ownership and control of meaningful aspects of the school’s
processes and functions. Token requests for involvement,
which usually consist of volunteering or donating services for a
set time period, do not inspire collaboration or require
engagement and are neither empowering nor sustainable
(Epstein & Salinas, 2004).
40. 9 levers How?
Authentic community collaborations
What is the most meaningful involvement community
stakeholders can have?
• Ask
• Expect = School Improvement Process
• Management, Improvement, Educational
• Non tokenistic
41. 9 levers
Authentic community collaborations
How?
Health isn’t a buzz word at Howe; it is a frame of mind and an
approach to caring for one another and to building a better
school community. The concept has become such an integral
part of the school’s identity that the staff integrated a
detailed action plan into the school’s improvement plan based
upon our latest results from the Healthy School Report Card.
—Jamie Buffington, Special Education Teacher, T. C. Howe
42. Points
How?
You are essential to education
Sing benefits of health to education (not just to do better on
standardized testing)
Go in via principals door not gym door
Convince principal
State ‘ASCD’ says…
Examples (http://whatworks.wholechildeducation.org/examples)
44. 2011 NJ School Health Leadership Academy
October 13 2011
Aligning Health & Education
in the School Setting
Sean Slade, Director, ASCD
sslade@ascd.org