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.
People in the world’s most populated continent are living longer, but not necessarily healthier, lives with overburdened, provider-led healthcare systems. As life expectancy across Asia-Pacific continues to rise, the region now carries a huge global burden of non-communicable diseases such as cancer and mental illnesses. As a result, governments in the Asia-Pacific region will need to consider policies and initiatives that prioritise improvements in care for people with a wide range of chronic conditions—but they must maintain vigilance against infectious diseases such as tuberculosis, HIV/AIDS and hepatitis.
These are among the findings of a new study by The Economist Intelligence Unit (EIU): The shifting landscape of healthcare in Asia-Pacific: A look at Australia, China, India, Japan and South Korea, sponsored by Janssen. Through in-depth desk research and interviews with healthcare experts, the study examines the disease-burden challenges facing healthcare systems in these countries.
For more information, please visit: http://www.economistinsights.com/healthcare/analysis/shifting-landscape-healthcare-asia-pacific
At the end of this session, the student shall be able to
What is gerontology and it’s branches?
Describe the growing burden of geriatric age group.
Classify and Enumerate the Health problems of the aged.
What are the lifestyle factors which helps the aged?
Describe the health status of the aged in India.
Describe the Schemes & Policy for Older Person in India
Explain the Implication of the ageing population in India
How are these diseases prevented in the elderly?
Presented by Hans Kluge, Director, Division of Health Systems and Public Health, WHO/Europe at the 64th session of the WHO Regional Committee for Europe, on 16 September 2014.
The document outlines several key principles of family medicine according to various experts and organizations. It discusses that family medicine is the specialty focused on comprehensive primary care for patients and their families. Some of the core principles mentioned include that the family physician acts as a skilled clinician, values the patient-physician relationship, provides community-based care, and coordinates care as a resource to their practice population. The principles aim to emphasize whole-person care, prevention, and management of common medical issues.
Scope of Health Promotion included in National Health Policy (NHP) 2071(2014)Mohammad Aslam Shaiekh
The document summarizes the scope of health promotion as outlined in Nepal's 2014 National Health Policy. It discusses how health promotion aims to enable people to increase control over their health through various individual, interpersonal, community, and policy-level strategies. The National Health Policy includes policies and over 120 strategies to promote public health through health education and communication, minimize malnutrition by promoting healthy foods, and ensure citizens' right to a healthy environment by controlling pollution. The policy aims to address health promotion through a strategic framework that focuses on reorienting services, creating supportive environments, reducing inequalities, improving health, preventing diseases, and reducing healthcare costs.
Social vaccine refers to comprehensive packages of interventions aimed at preventing diseases and promoting positive behaviors by addressing social determinants of health and social inequities. It differs from medical vaccines in that it focuses on societal and structural factors rather than directly targeting pathogens. Examples include education programs, stigma reduction, promoting gender equality, and legal/policy reforms. Developing an effective social vaccine involves recognizing social and economic root causes of health issues, designing multi-level interventions, and implementing them through community engagement and participation. Proponents argue social vaccines can be highly effective and low-cost public health strategies.
This document outlines six key principles of primary care medicine: continuity of care, comprehensiveness, coordination of care, community orientation, prevention, and family orientation. It discusses how these principles relate to providing holistic and coordinated care for patients over time while serving the broader health needs of the community. Factors like social determinants, economics, culture and family support networks are important to consider under the primary care model to fully address a patient's health issues and needs.
This document discusses the roles and responsibilities of health educators. It outlines the 10 essential services of public health that health educators work to implement, such as assessing community health needs, developing policies and plans to address issues, enforcing public health laws, and linking people to health services. The document also discusses strategies health educators use at various levels (individual, interpersonal, community, systems) to promote behaviors, attitudes, and environments that support health. Finally, it addresses challenges and opportunities for the health education profession in engaging communities and influencing policies.
People in the world’s most populated continent are living longer, but not necessarily healthier, lives with overburdened, provider-led healthcare systems. As life expectancy across Asia-Pacific continues to rise, the region now carries a huge global burden of non-communicable diseases such as cancer and mental illnesses. As a result, governments in the Asia-Pacific region will need to consider policies and initiatives that prioritise improvements in care for people with a wide range of chronic conditions—but they must maintain vigilance against infectious diseases such as tuberculosis, HIV/AIDS and hepatitis.
These are among the findings of a new study by The Economist Intelligence Unit (EIU): The shifting landscape of healthcare in Asia-Pacific: A look at Australia, China, India, Japan and South Korea, sponsored by Janssen. Through in-depth desk research and interviews with healthcare experts, the study examines the disease-burden challenges facing healthcare systems in these countries.
For more information, please visit: http://www.economistinsights.com/healthcare/analysis/shifting-landscape-healthcare-asia-pacific
At the end of this session, the student shall be able to
What is gerontology and it’s branches?
Describe the growing burden of geriatric age group.
Classify and Enumerate the Health problems of the aged.
What are the lifestyle factors which helps the aged?
Describe the health status of the aged in India.
Describe the Schemes & Policy for Older Person in India
Explain the Implication of the ageing population in India
How are these diseases prevented in the elderly?
Presented by Hans Kluge, Director, Division of Health Systems and Public Health, WHO/Europe at the 64th session of the WHO Regional Committee for Europe, on 16 September 2014.
The document outlines several key principles of family medicine according to various experts and organizations. It discusses that family medicine is the specialty focused on comprehensive primary care for patients and their families. Some of the core principles mentioned include that the family physician acts as a skilled clinician, values the patient-physician relationship, provides community-based care, and coordinates care as a resource to their practice population. The principles aim to emphasize whole-person care, prevention, and management of common medical issues.
Scope of Health Promotion included in National Health Policy (NHP) 2071(2014)Mohammad Aslam Shaiekh
The document summarizes the scope of health promotion as outlined in Nepal's 2014 National Health Policy. It discusses how health promotion aims to enable people to increase control over their health through various individual, interpersonal, community, and policy-level strategies. The National Health Policy includes policies and over 120 strategies to promote public health through health education and communication, minimize malnutrition by promoting healthy foods, and ensure citizens' right to a healthy environment by controlling pollution. The policy aims to address health promotion through a strategic framework that focuses on reorienting services, creating supportive environments, reducing inequalities, improving health, preventing diseases, and reducing healthcare costs.
Social vaccine refers to comprehensive packages of interventions aimed at preventing diseases and promoting positive behaviors by addressing social determinants of health and social inequities. It differs from medical vaccines in that it focuses on societal and structural factors rather than directly targeting pathogens. Examples include education programs, stigma reduction, promoting gender equality, and legal/policy reforms. Developing an effective social vaccine involves recognizing social and economic root causes of health issues, designing multi-level interventions, and implementing them through community engagement and participation. Proponents argue social vaccines can be highly effective and low-cost public health strategies.
This document outlines six key principles of primary care medicine: continuity of care, comprehensiveness, coordination of care, community orientation, prevention, and family orientation. It discusses how these principles relate to providing holistic and coordinated care for patients over time while serving the broader health needs of the community. Factors like social determinants, economics, culture and family support networks are important to consider under the primary care model to fully address a patient's health issues and needs.
This document discusses the roles and responsibilities of health educators. It outlines the 10 essential services of public health that health educators work to implement, such as assessing community health needs, developing policies and plans to address issues, enforcing public health laws, and linking people to health services. The document also discusses strategies health educators use at various levels (individual, interpersonal, community, systems) to promote behaviors, attitudes, and environments that support health. Finally, it addresses challenges and opportunities for the health education profession in engaging communities and influencing policies.
The document discusses three levels of prevention: primary, secondary, and tertiary. Primary prevention aims to encourage optimal health and increase resistance to illness through health promotion and specific protection activities like quitting smoking and regular exercise. Secondary prevention, also called health maintenance, focuses on early diagnosis, detection, and screening through tests and exams, as well as prompt treatment. Tertiary prevention supports adaptation and reconstruction for known health risks through activities like self-monitoring and physical therapy.
Health promotion aims to empower individuals and communities to improve health through three levels of prevention. It involves strategies targeted at individuals, community groups, schools, non-government organizations, all levels of government, and international organizations. Key responsibilities include empowering individuals, implementing educational programs, developing health policies, coordinating care services, and addressing global health issues.
Health promotion is defined as enabling people to increase control over their health and improve it. It involves combinations of initiatives across many sectors including health, education, economics and politics that are designed to bring about positive changes to populations' attitudes, behaviors, social conditions and environments to improve health. Key principles of health promotion according to the WHO include involving communities as a whole in everyday life contexts rather than just focusing on disease prevention, acting on determinants of health through multisectoral cooperation, and using diverse and complementary methods.
The document discusses health promotion and the roles of pharmacists. It defines health promotion as enabling people to control and improve their health through skills and environmental changes. Pharmacists are well-positioned to conduct health promotion activities due to their accessibility and knowledge. The document outlines various health promotion strategies pharmacists can implement, such as providing educational materials, hosting displays, and taking opportunities during medicine sales to discuss health topics.
This document lists 35 student seminar topics presented as part of a Bachelor of Public Health program. The topics covered a wide range of public health issues and were grouped under 9 themes: Issues in Reproductive Health, Issues in Public Health, Information Technology in Health, Health System Management, Ethical Issues in Health, Epidemiology of Public Health Problems, and Issues in Public Health. The topics included women's health in prisons, debates around abortion, gender-based violence laws, adolescent suicide, post-traumatic stress in child abuse survivors, antimicrobial resistance, respectful maternity care, health services trade, and more.
This topic introduced the concept of Health Education in details i.e
Meaning of Health Education
Objectives of Health Education,
Factors affecting/influencing the health of individual,
History of Health Education in Nigeria
Health agencies in Nigeria (national, state, local and international), etc
Nature of Learning
Behavioural Theories
Behavioural Models
1. Cognitive model
2. Social cognitive model
3. Theory of Reasoned Action
4. Theory of Planned Behaviour
5. Trans- Theoretical Model
6. Health Belief Model
7. Health Promotion Model
8. Self Care Motivation Model
9. Locus Of Control
10. Sense of Coherence
11. Precede- Proceed Model
12. The Precaution Adoption Process Model
13. Behavioural Learning Model
This document provides an overview of oral health promotion. It defines oral health promotion as public health actions to protect or improve oral health through behavioral, educational, socioeconomic, legal, environmental and social measures. The document discusses the origins and concepts of health promotion, as well as methods, strategies and approaches to oral health promotion. It also examines barriers to oral health promotion and provides examples of oral health promotion in action through various international conferences and charters.
Program among these measures are the NATIONAL HEALTH PROGRAMS, which have been launched by the central government of control/ eradication of communicable diseases, improvement of environmental sanitation, raising the standard of nutrition, control of population and improving rural health. Introduction
Public health involves organized community efforts to promote health and prevent disease. Public health professionals work to analyze health issues and develop programs to protect populations. There are many career paths in public health, including roles as dietitians, epidemiologists, health educators, microbiologists, and public health nurses. The five core disciplines of public health are biostatistics, environmental health sciences, epidemiology, health policy and management, and social and behavioral sciences. Public health degree programs are based on these core competencies to prepare graduates for careers in population health.
CONCEPTS OF HEALTH BY Segufta Dilshad (SgD), MDS, EMPHModupe Sarratt
This document defines key concepts in public health including health, dimensions of health, public health, primary health care, and levels of health care. It discusses that health is a state of complete physical, mental, and social well-being, not just the absence of disease. There are major dimensions of health like physical, mental, and social dimensions and minor dimensions like spiritual and emotional. Public health aims to protect and improve community health through organized efforts including education, health services, and protecting from harm. Primary health care is essential health care that is accessible to all. Health systems are generally organized into three levels - primary, secondary, and tertiary care.
This document discusses the importance of health promotion and the role of physiotherapists. It defines health and explains that health promotion aims to help people change their lifestyles to achieve optimal health. Health promotion is important for prevention, reducing treatment costs, coping with population growth, and adapting to changing life demands. As experts in movement and communication, physiotherapists are well-suited to lead health promotion efforts through activities like awareness, motivation, education, and periodic assessment. Common diseases and conditions that can be prevented or managed through lifestyle changes are also outlined.
The document discusses the history and definitions of health promotion. It provides:
1) The term "health promotion" was first used in 1974 and refers to strategies that tackle the wider determinants of health beyond just healthcare.
2) Health promotion aims to empower people to have more control over their health and aspects of their lives that affect it.
3) Key strategies of health promotion include building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services.
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.
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.
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 three levels of prevention: primary, secondary, and tertiary. Primary prevention aims to encourage optimal health and increase resistance to illness through health promotion and specific protection activities like quitting smoking and regular exercise. Secondary prevention, also called health maintenance, focuses on early diagnosis, detection, and screening through tests and exams, as well as prompt treatment. Tertiary prevention supports adaptation and reconstruction for known health risks through activities like self-monitoring and physical therapy.
Health promotion aims to empower individuals and communities to improve health through three levels of prevention. It involves strategies targeted at individuals, community groups, schools, non-government organizations, all levels of government, and international organizations. Key responsibilities include empowering individuals, implementing educational programs, developing health policies, coordinating care services, and addressing global health issues.
Health promotion is defined as enabling people to increase control over their health and improve it. It involves combinations of initiatives across many sectors including health, education, economics and politics that are designed to bring about positive changes to populations' attitudes, behaviors, social conditions and environments to improve health. Key principles of health promotion according to the WHO include involving communities as a whole in everyday life contexts rather than just focusing on disease prevention, acting on determinants of health through multisectoral cooperation, and using diverse and complementary methods.
The document discusses health promotion and the roles of pharmacists. It defines health promotion as enabling people to control and improve their health through skills and environmental changes. Pharmacists are well-positioned to conduct health promotion activities due to their accessibility and knowledge. The document outlines various health promotion strategies pharmacists can implement, such as providing educational materials, hosting displays, and taking opportunities during medicine sales to discuss health topics.
This document lists 35 student seminar topics presented as part of a Bachelor of Public Health program. The topics covered a wide range of public health issues and were grouped under 9 themes: Issues in Reproductive Health, Issues in Public Health, Information Technology in Health, Health System Management, Ethical Issues in Health, Epidemiology of Public Health Problems, and Issues in Public Health. The topics included women's health in prisons, debates around abortion, gender-based violence laws, adolescent suicide, post-traumatic stress in child abuse survivors, antimicrobial resistance, respectful maternity care, health services trade, and more.
This topic introduced the concept of Health Education in details i.e
Meaning of Health Education
Objectives of Health Education,
Factors affecting/influencing the health of individual,
History of Health Education in Nigeria
Health agencies in Nigeria (national, state, local and international), etc
Nature of Learning
Behavioural Theories
Behavioural Models
1. Cognitive model
2. Social cognitive model
3. Theory of Reasoned Action
4. Theory of Planned Behaviour
5. Trans- Theoretical Model
6. Health Belief Model
7. Health Promotion Model
8. Self Care Motivation Model
9. Locus Of Control
10. Sense of Coherence
11. Precede- Proceed Model
12. The Precaution Adoption Process Model
13. Behavioural Learning Model
This document provides an overview of oral health promotion. It defines oral health promotion as public health actions to protect or improve oral health through behavioral, educational, socioeconomic, legal, environmental and social measures. The document discusses the origins and concepts of health promotion, as well as methods, strategies and approaches to oral health promotion. It also examines barriers to oral health promotion and provides examples of oral health promotion in action through various international conferences and charters.
Program among these measures are the NATIONAL HEALTH PROGRAMS, which have been launched by the central government of control/ eradication of communicable diseases, improvement of environmental sanitation, raising the standard of nutrition, control of population and improving rural health. Introduction
Public health involves organized community efforts to promote health and prevent disease. Public health professionals work to analyze health issues and develop programs to protect populations. There are many career paths in public health, including roles as dietitians, epidemiologists, health educators, microbiologists, and public health nurses. The five core disciplines of public health are biostatistics, environmental health sciences, epidemiology, health policy and management, and social and behavioral sciences. Public health degree programs are based on these core competencies to prepare graduates for careers in population health.
CONCEPTS OF HEALTH BY Segufta Dilshad (SgD), MDS, EMPHModupe Sarratt
This document defines key concepts in public health including health, dimensions of health, public health, primary health care, and levels of health care. It discusses that health is a state of complete physical, mental, and social well-being, not just the absence of disease. There are major dimensions of health like physical, mental, and social dimensions and minor dimensions like spiritual and emotional. Public health aims to protect and improve community health through organized efforts including education, health services, and protecting from harm. Primary health care is essential health care that is accessible to all. Health systems are generally organized into three levels - primary, secondary, and tertiary care.
This document discusses the importance of health promotion and the role of physiotherapists. It defines health and explains that health promotion aims to help people change their lifestyles to achieve optimal health. Health promotion is important for prevention, reducing treatment costs, coping with population growth, and adapting to changing life demands. As experts in movement and communication, physiotherapists are well-suited to lead health promotion efforts through activities like awareness, motivation, education, and periodic assessment. Common diseases and conditions that can be prevented or managed through lifestyle changes are also outlined.
The document discusses the history and definitions of health promotion. It provides:
1) The term "health promotion" was first used in 1974 and refers to strategies that tackle the wider determinants of health beyond just healthcare.
2) Health promotion aims to empower people to have more control over their health and aspects of their lives that affect it.
3) Key strategies of health promotion include building healthy public policy, creating supportive environments, strengthening community action, developing personal skills, and reorienting health services.
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.
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.
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.
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.
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.
This document provides an overview of health education, including its definition, relevance to student outcomes, and evidence-based strategies for implementation. It defines health education as planned learning opportunities for students to develop health-informed decision making and lasting healthy behaviors. The document summarizes evidence that health education can positively impact physical, social/emotional, academic, and behavioral outcomes. It also provides a tiered list of strategies for implementing health education, ranging from low to high resource demands, including using tools to select curricula, promoting family involvement, and integrating lessons across subjects and grade levels.
This document discusses health education and related concepts. It defines health education as a process that informs people to adopt healthy practices and lifestyles. It also discusses the scope of health education, including topics like nutrition, hygiene, disease prevention, and mental health. The document outlines various methods of health education, including individual approaches, group approaches, and mass media approaches. It also discusses principles of effective health education like credibility, interest, and participation.
1. The document discusses the components of a Coordinated School Health Program (CSHP), including health education, nutrition services, and physical education.
2. It provides details on the importance of health education in schools, including building students' knowledge, skills, and attitudes about health. Examples of health education activities like lectures and workshops are also given.
3. Nutrition services are another component, and the document discusses the importance of schools providing access to nutritious meals and a quality meal program. Tips for promoting healthy eating habits in students are also outlined.
Definition, Aims, Objectives and Importance of Health Education.pptxAbegailDimaano8
1. Health education aims to promote healthy behaviors and reduce disease by establishing changes in personal and group attitudes.
2. The objectives of health education in schools are to enable students to develop a scientific understanding of health, identify health problems, understand their role in health, and take individual and community actions to protect and promote health.
3. Health education is important as it provides information about health, develops healthy habits, prevents and controls diseases, and provides first aid training.
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.
Sps160 chapter 6 health promotion for target groupZul Fadli
The document discusses health promotion programs at schools. It describes the WHO's Global School Health Initiative launched in 1995 to improve student, staff, family and community health through schools. The goal is to increase the number of "Health-Promoting Schools". Strategies discussed include research, advocacy, strengthening national capacities, and creating networks to develop health-promoting schools. Key areas of focus for these schools are listed. Assessment tools are also described, including the Global School-based Student Health Survey.
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.
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.
Education and Nutritional Self-Care for Basic Level School Communities in Cua...Crimsonpublisherscojnh
Education and Nutritional Self-Care for Basic Level School Communities in Cuauhtemoc, Chihuahua, Mexico by Patricia Islas Salinas*, Claudia Teresa Domínguez Chavira and Alejandra González Chávez in COJ Nursing & Healthcare
The document requests $8 million in additional funding for the CDC School Health Branch to implement health education programs in schools according to the Whole School, Whole Child model. The additional funding would bring the total to $23.4 million and allow every state to fully support strategies to reduce obesity, improve health outcomes, promote student nutrition and physical activity, and manage chronic conditions for youth. The Whole School, Whole Child model takes a unified, collaborative approach focusing on the health and well-being of the whole child within the context of the school and community.
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
This document provides an introduction to basic security concepts, including definitions of security, principles of penetration, and classifications of protection. It discusses goals of security including integrity, confidentiality, and availability. Common security threats are also outlined such as interruption, interception, modification, and fabrication. The document then covers methods of defense for computer security including access controls, encryption, policies, physical controls, and system design approaches. Identification and authentication methods are described for system access control. Data access control and access rights models are also summarized.
Francis Yeoh Sulaiman Al-Rahji are two influential business leaders. Francis Yeoh is a Malaysian entrepreneur who founded YTL Corporation in 1984 and currently leads YTL Power International and YTL Corporation. He believes business success relies on intuition rather than financial formulas. Sulaiman Al-Rahji co-founded Al-Rajhi Bank and has an estimated net worth of $7.7 billion, making him one of the richest people in the world. He began his career changing money for pilgrims with his brother and now focuses on charity work and endowments.
Struktur merupakan jenis data yang dapat menyimpan beberapa jenis data yang berbeza dalam satu entiti. Ia digunakan untuk merekod data pelajar yang mengandungi maklumat asas seperti nama, nombor pengenalan, markah projek dan ujian. Struktur boleh disusun menjadi struktur bersarang untuk mengkategorikan data. Ia juga boleh diisytiharkan sebagai tatasusunan atau penuding untuk menyimpan beber
Struktur kawalan aturcara C memiliki beberapa struktur seperti pemilihan, perulangan, dan gelung untuk mengawal aliran program dan membuat keputusan. Struktur pemilihan menggunakan kata kunci seperti if, else, switch, case.
Dokumen tersebut membahas tentang fungsi input dan output dalam bahasa C. Ia menjelaskan fungsi-fungsi seperti printf, scanf, gets dan puts yang digunakan untuk berinteraksi dengan pengguna, serta cara menggunakannya. Dokumen ini juga membincangkan penggunaan fail untuk membaca dan menulis data, seperti membuka fail, membaca dan menulis ke fail.
Komputer telah berkembang dari generasi pertama yang menggunakan teknologi tiub hampa gas hingga generasi terkini yang menggunakan teknologi VLSI. Komputer moden terdiri daripada unit pemprosesan utama, ingatan, dan peranti input/output. Terdapat tiga kategori komputer iaitu mikrokomputer, minikomputer, dan kerangka utama. Bahasa pengaturcaraan boleh dibahagikan kepada bahasa mesin, bahasa himpunan
An ATM program begins by setting the initial balance to $1000. It then displays a menu asking the user to select an option to print their balance or withdraw funds. Based on their selection, it will either print the current balance or withdraw the amount and print the updated balance.
Twitter is an online social media platform that allows users to send and read short text-based messages called tweets. Tweets can contain up to 140 characters and can be shared via the Twitter website, smartphones, or text messages. Twitter was created by Jack Dorsey in 2006 and allows users to follow others and have their tweets seen by their followers. Teachers can use Twitter in the classroom by tweeting about assignments, curating news feeds for students, having students follow career-related topics, tracking online memes and trends, coordinating group projects, live tweeting field trips, and more.
This document outlines a course on network design. The course emphasizes analyzing, designing, and implementing typical data communication networks. Students will learn techniques for network infrastructure design and how to apply their knowledge to implement real networks. They will study topics like local area network design, high-speed network design, and top-down network design approaches. Assessment includes coursework, a final exam, and activities like designing and analyzing networks to address organizational requirements.
This document discusses several high-speed network technologies: ATM provides circuit switching and packet switching benefits for flexible and efficient transmission; VLAN/LANE create logical network segments without physical constraints; Frame Relay and X.25 are packet-switched WAN protocols; FDDI and CDDI are high-speed backbone protocols using fiber and copper respectively; ISDN provides digital transmission over phone lines; and SONET/SDH are optical WAN standards used for backbones.
This document provides an overview of various networking devices used for interconnecting local area networks (LANs). It describes the functions of repeaters, hubs, bridges, routers, gateways, and switches. Repeaters operate at the physical layer to amplify and extend signals. Hubs operate at the physical layer, copying and broadcasting packets to all ports. Bridges operate at the data link layer and learn MAC addresses to forward packets between connected segments. Routers operate at the network layer, using network addresses and routing tables to path packets between different networks. Gateways can translate between incompatible networks, operating across multiple OSI layers. Switches provide bridging functionality with greater efficiency than hubs.
This document provides an overview of LAN network design and various high-speed networking technologies. It discusses the evolution of networking needs that led to faster LANs, describes Ethernet and some of its variants like Fast Ethernet and Gigabit Ethernet. It also covers wireless LAN technologies and fiber optic networks like Fibre Channel. Key concepts explained include CSMA/CD, full duplex operation, and different physical layer specifications for networks operating at speeds of 100Mbps, 1Gbps, and 10Gbps.
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1. PROMOTING HEALTH IN SCHOOLS
FROM EVIDENCE TO ACTION
Healthy School
EQUITY Policies SUSTAINABILITY
School Health Curriculum
Services
Individual Health Skills &
Community Links
Action Competencies
EMPOWERMENT School Environment COLLABORATIONS &
& PARTICIPATION (Social & Physical) PARTNERSHIPS
2. PROMOTING HEALTH IN SCHOOLS
FROM EVIDENCE TO ACTION
1. Introduction
Who is this document for?
This publication is for you. It is for people with an interest in what happens in our schools. It is particularly
for those who create policy and implement the actions that flow from good policy, such as politicians,
government departments, non-government organisations (NGOs), regional education authorities, school
board/council members, school directors, principals, head teachers, advisors, nurses, social workers and
school health coordinators. Although this document is written primarily for policy-makers it is also for
teachers, parents and students as the effective promotion of health is an inclusive, participatory process.
What is health promotion in schools?
Health promotion in a school setting could be defined as any activity undertaken to improve and/or
protect the health of all school users. * It is a broader concept than health education and it includes
provision and activities relating to: healthy school policies, the school’s physical and social environment,
the curriculum, community links and health services.
What does this document set out to do?
The purpose of this document is to explain how and why the promotion of health in schools is important;
how good school management and leadership is the key and how promoting health in schools is based on
scientific evidence and quality practices from all over the world. We summarise the evidence 1 for you
and show you how individual health issues, such as healthy eating, substance misuse and mental health,
relate to a holistic view of health and health promotion. It is written to support health promotion
development and innovation in education systems. It is a positive document because we believe there is
a good story to tell. We aim to inspire you and assist you in your important work in seeking to improve
the lives of all our young people.
Why is the promotion of health in schools important?
World-wide, education and health are inextricably linked. In simplest terms:
healthy young people are more likely to learn more effectively;
health promotion can assist schools to meet their targets in educational attainment and meet their
social aims; young people that attend school have a better chance of good health;
young people who feel good about their school and who are connected to significant adults are less
likely to undertake high risk behaviours and are likely to have better learning outcomes;
schools are also worksites for the staff and are settings that can practice and model effective
worksite health promotion for the benefit of all staff and ultimately the students.
Are there guidelines for health promotion in schools?
This publication complements an associated document, Achieving Health Promoting Schools: Guidelines
for Promoting Health in Schools, 2 also published by the International Union for Health Promotion and
Education (IUHPE), which looks in more detail at the broad principles and the art of establishing and
sustaining health promotion in schools These guidelines are available in seven languages at present -
Arabic, Chinese, English, French, Portuguese, Russian and Spanish -
http://www.iuhpe.org/index.html?page=516&lang=en#sh_guidelines.
* See Explanation of specific terms used in this document in the final section
Page 2
3. 2. Why should education and health policy-makers work together?
In many countries of the world, government health ministries and education ministries work
separately with different goals. However, the evidence is growing from across the world that health
and education are inextricably linked to each other and to other issues, including poverty and income
level. This is evident in the importance the United Nations Millennium Development Goals attach to
education and health in setting out their development targets. It is now clear that education has the
power to improve not only economic prosperity in a country, but that it has a major effect on health
outcomes. This is particularly true of girls in developing countries, where improved education leads to
smaller, healthier families and lower infant mortality rates.
It has been known for over 100 years that providing healthy food and social support at school is one
method of improving attendance and enabling young people from disadvantaged backgrounds to
benefit from the education provided. Healthy young people who attend school tend to learn better
and good education leads to healthier people. Sometimes the difference between cause and effect
may not be clear. Moreover, there may be intermediate factors or more complex routes, such as good
education leading to better economic development, which may result in people having more control
over their lives and thus experiencing better health. We do not totally understand all of the complex
ways health and education interact, but we certainly know enough about promoting health in young
people to improve their educational outcomes and lives in general.
We make the case that not only does the provision of good education improve health outcomes, but
also that there is research evidence demonstrating that actively promoting health in schools can
improve both educational and health outcomes for young people. In fact, there is evidence that health
promotion in schools can support and give added value to schools as they strive to meet a whole host
of social aims through their curricula and a whole-school approach. *
The publication Achieving Health Promoting Schools: Guidelines for Promoting Health in Schools, 2
referred to earlier, outlines what is known about sustaining school health promotion programmes or
strategies in a country. A key aspect of this is the important dialogue and partnership between
education and health ministries at the government level. Guidelines for Promoting Health in Schools
states that it is necessary to: ''…ensure there is continuous active commitment and demonstrable
support by governments and relevant jurisdictions to the ongoing implementation, renewal,
monitoring, and evaluation of the health promoting strategy (a signed partnership between health and
education ministries of a national government has been an effective way of formalising this
commitment.)''
We now know that the countries that have such a joint policy commitment or signed agreement
between government departments are among the leaders in developing and sustaining the growth of
health promoting schools. *
* See Explanation of specific terms used in this document in the final section
3. The concepts of health education and health promotion in relation to schools
Section 5 of this document provides a summary of important findings from research and evaluation
studies of health education and health promotion in schools. Before reviewing this information, it is
important to be clear about the meaning of our language and the associated concepts.
As stated in the introduction, health promotion in a school setting could be defined as any activity
undertaken to improve and/or protect the health of everyone in the school community. Health
education in a school is a communication activity and involves learning and teaching pertaining to
knowledge, beliefs, attitudes, values, skills and competencies. It is often focused on particular topics,
such as tobacco, alcohol, nutrition; or it may involve reflecting on health in a more holistic way.
Page 3
4. Both health promotion and modern concepts of education share a participative approach. Health
promotion in a school community may include activities relating to the following six components:
Healthy School Policies
These are clearly defined in documents or in accepted practices that promote health and well-
being. Many policies promote health and well-being e.g., policies that enable healthy food prac-
tices to occur at school; policies which discourage bullying.
The School’s Physical Environment
The physical environment refers to the buildings, grounds and equipment in and surrounding
the school such as: the building design and location; the provision of natural light and adequate
shade; the creation of space for physical activity and facilities for learning and healthy eating.
The School’s Social Environment
The social environment of the school is a combination of the quality of the relationships among
and between staff and students. It is influenced by the relationships with parents and the wider
community. It is about building quality connections among and between all the key stakeholders
in a school community.
Individual Health Skills and Action Competencies
This refers to both the formal and informal curriculum and associated activities, where students
gain age-related knowledge, understandings, skills and experiences, which enable them to build
competencies in taking action to improve the health and well-being of themselves and others in
their community and that enhances their learning outcomes.
Community Links
Community links are the connections between the school and the students’ families, plus the
connection between the school and key local groups and individuals. Appropriate consultation
and participation with these stakeholders enhances the health promoting school and provides
students and staff with a context and support for their actions.
Health Services
These are the local and regional school-based or school-linked services, which have a responsi-
bility for child and adolescent health care and promotion through the provision of direct services
to students including those with special needs.
It is important to acknowledge that the concept of health promotion is familiar to many working in the
health sector. It is also important to acknowledge that many in the education sector have a broad
concept of the term curriculum, and would describe several or all of the above six components as
being part of the extended or whole curriculum of the school. Therefore, many in the education sector
do not make this distinction between health education and health promotion in the same way as in the
health sector. This is not necessarily a problem, but requires mutual understanding and respect for
each others’ conceptual frameworks and associated language when working in partnership. Both the
education and health sectors have a common goal to provide opportunities for students to be more
empowered about health and related issues as they go through school. This need for partnerships and
a collaborative approach involving the education and health sectors in school health promotion is
universal, and there are indications that it is now being addressed in many parts of the world. This is
exemplified in “Case Studies in Global School Health Promotion” 3 in which a wide range of quality case
studies from Africa, the Americas, Europe, the Eastern Mediterranean, Asia and the Western Pacific are
explored. It provides many examples of good planning, implementation and collaborative approaches
to promoting health in schools.
Page 4
5. 4. The relationship of a topic approach to a holistic approach
Historically health education in schools tended to be based on a topic approach within the classroom,
which meant working separately on issues such as smoking, alcohol use, physical activity, healthy
eating, sexuality and relationships, safety, mental health, etcetera. This is still reflected today in some
of the initiatives in schools on, for example, obesity or substance use. This can be problematic or
ineffective as such approaches are sometimes based on assumptions relating to human behaviour,
which are difficult to justify and not supported by evidence. First of all it is known that all the 'topics'
interact and are not separate at the behavioural level. For example, teenage sexual activity can be
linked to alcohol/ drug use. Second, there is a risk that health will be seen solely at the level of the
individual and his or her relationship to the topic being explored, when in fact the social environment is
very often vital in determining behaviour. Third, there is a tendency within the topic approach to
assume that human behaviour is completely based on knowledge and reasoning, and treats the
important dimension of the emotions as a separate topic, when in fact mental and emotional aspects
are integral to all the health issues.
This is not to say that a topic approach has no place in school health education or in the promotion of
health in schools. It is an argument for making sure that if a topic is being explored, that possible
connections are made to other topics in the classroom and in the wider life of the school. This can
enable students to consider the issue in the reality of the social and environmental contexts of their
lives. There are uniting themes that can cut across topics at a theoretical and pedagogical level. The
life skills and competencies, which we wish young people to develop in the context of health promoting
schools, can be important and common to all health topics. For example, the skill of being assertive or
having the ability to critically reflect on their role as individuals in a complex society with conflicting
values about health.
A health promoting school approach can provide holistic support for innovative work in the curriculum.
For example, a school curriculum about healthy eating can be supported by the students playing an
active part in all related aspects of food provision in the school. This could include features such as:
ensuring healthy school food is available at breakfast or lunch time;
providing an attractive environment for food consumption that takes account of students’ wishes;
developing a policy on snack provision, including vending machines;
ensuring fresh water is available in schools;
encouraging students to develop skills in food cultivation, preparation and purchase with
involvement of parents and local food organisations;
making provision for related physical activity initiatives, such as safe and active routes to schools
or secure bicycle storage;
making links with associated issues, such as mental and emotional health, the cultural role of food,
and the role of the media in marketing food.
When considering the research evidence about health promotion in schools, it is evident that some of
the research focuses specifically on topic aspects. This research is important and valid, but in some
cases may be reviewing curriculum-only approaches, which do not necessarily reflect the developing
philosophy of a whole school or health promoting school approach.
This is an argument for being cautious about interpreting the results on topic based studies as the
research on whole-school approaches, while less comprehensive to date, is very promising in that it
suggests that a whole-school approach is more likely to be effective than a classroom-only approach in
terms of a range of outcomes. There is clearly a need for more research on whole-school approaches
to help us understand how this works and why it may be the case. However, there is associated
research in the field of effective schools (not specific to health) that may help us to understand what
features of schools will support effective school-based health promotion and how school based health
promotion can contribute to effective schools.
Page 5
6. The vast majority of the evidence emerges from topic-based research and evaluation studies. As
indicated in the above paragraph, the evidence on a whole-school approach is very promising, but less
comprehensive. Although the whole-school approach is the most effective way to promote health in
schools, this document provides the reader with summaries of evidence about the topic approach, but
argues that these should be integrated into a whole-school approach.
In Section 5 the research and evaluation studies and key findings and evidence about school health
promotion and school health education is summarized. This evidence is predominantly from meta-
analyses that compile, compare and analyse major references in each of the described fields, but some
specific pieces of research are also included.
5 The Scientific Basis for the Art of Promoting Health in Schools - the Evidence
In the last 25 years there have been many hundreds of refereed papers, books, and evaluation reports
in which the effects of initiatives promoting health in schools were identified. Additionally, most of
these analyses have attempted to identify why the initiatives worked and why they didn’t.
The following is a brief summary of the major findings of these studies. Meta-analyses, which are
summaries and reviews of existing research, have been used as the main source of the data. The
results demonstrate the substantial congruence between three conceptually related areas:
the research and evaluation literature on school health;
the concepts/factors that constitute successful learning and teaching in schools; and
the factors that make schools effective in achieving education, health and social outcomes.
Evidence examining most of the major school health issues and relevant evidence from the education
research and evaluation literature is identified. There is also a provision of brief summaries of ‘what
works’ and the problematic issues, and a list of selected references with a focus on meta-analyses.
Those wishing more specific detail are encouraged to read these as a way of probing more deeply.
Evidence about….
THE HEALTH PROMOTING SCHOOL (HPS)
The HPS is a whole-school approach to enhanc- Evidence suggests that:
ing both the health and educational outcomes both education and health outcomes are improved
of children and adolescents through learning if the school uses the HPS approach in addressing
and teaching experiences initiated in the health related issues in an educational context; 3, 4, 5
school. multifaceted approaches are more effective in
achieving health and educational outcomes than
It sometimes has different names in various re- classroom only or single intervention approaches; 3,
gions, e.g., Comprehensive School Health, Coor- 4, 6
dinated School Health, etc. Common to all of the the factors affecting learning are mostly influenced
frameworks are the six components explored by social-emotional factors, e.g. student-teacher
earlier: and teacher-teacher interactions, school culture,
Healthy School Policies classroom climate, peer group relationships; 5, 7, 8, 9
social-emotional factors are pivotal to the way a
The School’s Physical Environment
The School’s Social Environment HPS operates and how schools achieve their educa-
tion and health goals; 4, 7, 10
Individual Health Skills and Action Competencies
a whole-school approach, where there is coherence
Community Links
between the school’s policies and practices that
Health Services
promote social inclusion and commitment to edu-
cation, actually facilitates improved learning out-
comes, increases emotional wellbeing and reduces
health risk behaviours. 6, 11, 12, 13
Page 6
7. EFFECTIVE SCHOOLS, LEARNING AND TEACHING APPROACHES
Evidence has existed for over 30 years about the effects of health on the educational outcomes of
children and adolescents. The core business of schools is to maximise learning outcomes. Healthy
students learn better. It is therefore important to recognise that schools can enhance their learning
opportunities and goals for all students by creating a school community that uses the evidence of
effectiveness. Effective schools provide students with opportunities to build their educational and
health assets.
Effective schools: 14, 15, 16, 17, 18, 19
▪ use learning and teaching methods that are evidence-based;
▪ actively involve students in creating learning experiences;
▪ facilitate cooperation between students;
▪ provide prompt feedback to students;
▪ invest in capacity-building experiences for all staff;
▪ establish and promote high expectations;
▪ respect diverse talents and ways of learning;
▪ permit adequate time for learning tasks;
▪ ensure there is consultation between parents, students and teachers in establishing the school’s di-
rection;
▪ establish programmes and facilities for students with special needs;
▪ provide clear leadership from the Principal/Director in establishing a school climate of trust, respect,
collaboration and openness.
The Achieving Health Promoting Schools: Guidelines for Promoting Health in Schools document
provides details about what works and issues that have the potential to inhibit health promotion
development and sustainability in schools. The following section is extracted from the document. 2
What works
Developing and maintaining a democratic and participatory school community.
Developing partnerships between the policy makers of both the education and health sectors.
Ensuring students and parents feel they have some sense of ownership in the life of the school.
Implementing a diversity of learning and teaching strategies.
Providing adequate time for class-based activities, organisation and coordination, and out-of-class
activities.
Exploring health issues within the context of the students’ lives and community.
Using a whole-school approach rather than primarily a classroom learning approach.
Providing ongoing capacity-building opportunities for teachers and associated staff.
Creating an excellent social environment which fosters open and honest relationships within the
school community.
Ensuring a consistency of approach across the school and between the school, home, and wider
community.
Developing both a sense of direction in the goals of the school and clear and unambiguous leader-
ship and administrative support.
Providing resources that complement the fundamental role of the teacher and which have a sound
theoretical and accurate factual base.
Creating a climate where there are high expectations of students in their social interactions and
educational attainments.
Page 7
8. Issues which have the potential to inhibit health promotion development and sustainability in
schools if not addressed systematically
Some school health initiatives in the past have been funded over a short project base, contain un-
realistic expectations and/or do not take a whole-school approach.
Initiatives need to actively involve all stakeholders, including the students, as a sense of ownership
is essential for sustainability.
The need and responsibility to provide the education sector with evidence about the advantages a
health promoting strategy can offer schools in improving educational outcomes.
Health promotion outcomes occur in the medium to long-term.
Evaluation is difficult and complex.
Health sector funding often risks distorting a health promotion approach to a traditional public
health agenda of morbidity and mortality.
The education sector has certain language and concepts, which have different meanings to those
in the health and other sectors, and vice versa.
Time, partnerships and mutual respect are needed to build a shared understanding between the
health and education sectors .
Evidence by Health Topics….
MENTAL AND EMOTIONAL HEALTH
Mental health initiatives in schools seek to build the social, emotional and spiritual wellbeing of stu-
dents to enable them to achieve education and health goals and to interact with their peers, teach-
ers, family and community in ways that are respectful and just.
The evidence shows successful mental health initiatives:
are well-designed and grounded in tested theory and practice; 20, 21, 22
link the school, home and community; 11, 22, 23
address the school ecology and environment; 22, 23, 24
combine a consistency in behavioural change goals through connecting students, teachers, fam-
ily and community; 8, 23, 24
12, 22, 24
foster respectful and supportive relationships among students, teachers and parents;
8, 17
use interactive learning and teaching approaches;
24, 25, 26
increase the connections for each student.
SUBSTANCE USE AND MISUSE
The evidence shows that school-based drug reduction initiatives are more likely to be effective if
the programmes are interactive rather than teacher-centred; focus on life skills, e.g. refusal skills,
assertiveness; take a whole-school approach; link with the family and local community; and address
the improvement of connections for students.
The evidence also indicates that:
effect sizes (at best) are modest, but compare well with results of clinical trials; 4, 12, 27, 28, 29
some successful gains may include a short term delay in use and or short term reduction in us-
age; 27, 29, 30
4, 28, 31
positive effects are more likely to occur influencing tobacco, than alcohol or illicit drugs;
30
specific programmes are more likely to have no effects or harmful effects on alcohol use;
teaching staff, who understand mental health issues, achieve higher health and educational out-
comes for the students. 4, 10, 12
Page 8
9. HYGIENE
The scientific evidence about the health benefits for children and adolescents of hand washing,
drinking clean water and using proper sewage systems is very strong. However there are limited
quality published outcomes of the initiatives taken by schools to promote healthy hygiene.
The evidence indicates that in developing countries well designed and implemented initiatives,
which have included a whole-school approach involving the physical environment, links with the
health sector, and which have suitable policies and curriculum, have increased school attendance
rates and reduced worm infestations (mainly through the provision of worm eliminating drugs), but
have had minimal effects on sustaining students’ hygiene-related behaviours. 32, 33
SEXUAL HEALTH AND RELATIONSHIPS
Research-based sexual health and relationships education programmes, when conducted by trained
and empathic educators, have been shown to:
34, 35, 36, 37, 38, 39, 40
increase sexual knowledge may increase safe sex practices;
may delay the time of first sexual intercourse resulting in young people reporting on better com-
munication in their relationships. 37, 38, 39, 40
Evidence also indicates that:
sexual health and relationship programmes do not promote earlier or increased sexual activity in
young people. 4, 34, 41
schools that explicitly promote and build school connectedness for students are strongly associ-
ated with reduced sexual activity in adolescence. 23, 25, 34
HEALTHY EATING AND NUTRITION
Initiatives and programmes that follow evidence-based teaching practices and a whole- school ap-
proach have been shown to regularly increase student knowledge about food and diet. However,
changes in student eating behaviours have been less successful. Girls tend to benefit more than
boys, and some quality initiatives have reported a modest increase in vegetable consumption.
Those initiatives which did achieve some behavioural changes had some or all of the following fea-
tures:
a whole-school approach; 42, 43
links with parents and food preparation at home; 8, 44, 45
consistency between the taught curriculum and food availability in the school; 44
programme longevity (over three years) and regular input by staff and students in planning and
implementing activities; 11, 46
4, 11
on-going capacity building opportunities for staff.
PHYSICAL ACTIVITY
The evidence suggests that:
physical activity initiatives in schools are most effective if they adopt a comprehensive ap-
proach; e.g. the development of skills, establishing and maintaining suitable physical environ-
ments and resources, and upholding supportive policies to enable all students to participate; 4,
21, 47
Page 9
10. daily physical activity at school improves pupils' motivation and has no negative effects on cog-
nitive development even though less time may be available for cognitive tasks; 44, 47, 48, 49, 50
there is a strong direct correlation between being physically active at school and undertaking
physical activity in adulthood; 44, 51
students gain more benefit from physical activity if they have opportunities to be active at
regular times during the school day; 21, 44
if students collaborate with school staff in deciding the type of physical activity to be under-
taken, which could include other activities not viewed as sport, such as dance, then they will be
more committed to participation; 52, 53
biological measures, e.g. body mass index (BMI), blood pressure measures and measures of
oxygen use, have limitations and may be ineffective in assessing physical fitness levels of grow-
ing young people and other outcomes of school-based physical activity; 51
programmes that cater for student diversity in areas such as ethnicity, physical ability, gender
and age are more effective in terms of student participation and engagement. 4, 44
The large body of evidence summarised in this document, both by health topic and around health
promoting schools, supports the need for a whole-school approach. This means taking integrated and
coherent action to improve policies and practices to enable better education and health outcomes to
be achieved.
Resources & References
RESOURCES
There are many resources available to assist school staff and their partners in the health and
education sectors to plan, implement, and evaluate school health initiatives. These are in the form of
evidence-based guidelines, surveillance tools, assessment approaches, etcetera. Many of these
resources can be found on the websites of international organizations, as well as those country and
regional agencies and organizations (e.g. health and education ministries and non government
organizations) with responsibilities for promoting the health and educational outcomes of young
people. A number of these are identified in the References section. Additional resources can be
located in the International Sources section.
INTERNATIONAL SOURCES FOR GUIDELINES, INFORMATION, MONITORING, EVALUATION TOOLS, ETC
» American School Health Association – www.ashaweb.org
» Education Development Center (EDC) Boston - www.edc.org
» Focus Resources on Effective School Health (FRESH) – a partnership between WHO, UNICEF,
UNESCO, and the World Bank - www.freshschools.org
» Global School-based Student Health Survey (GSHS) – a collaboration between WHO, UNAIDS,
UNESCO, UNICEF, and CDC – www.cdc.gov/GSHS
» Health Behaviour in School-Aged Children international study - www.hbsc.org
» International Union of Health Promotion and Education (IUHPE) - www.iuhpe.org
» Schools for Health in Europe (SHE) - www.schoolsforhealth.eu
» United Nations Education, Scientific and Cultural Organisation (UNESCO) - www.unesco.org
» U.S. Centers for Disease Control and Prevention (CDC) - www.cdc.gov/healthyyouth
» World Health Organization (WHO) and its regional offices in Africa, the Americas, South East Asia,
Europe, Eastern Mediterranean and the Western Pacific - www.who.int
Page 10
11. REFERENCES
1. For those wishing to read more about the types of 13. Young, I and Currie C (2009) “The HBSC study in Scotland:
evidence used in health promotion and school health can the study influence policy and practice in schools?”
promotion go to two chapters of the book edited by International Journal of Public Health. pp271-277,
McQueen, D. V. & Jones, C. M. (2007) Global Perspectives Birkhauser Verlag, Basel.
on Health Promotion Effectiveness. New York: Springer
14. Fullan, M. (2001) Leading in a Culture of Change Jossey
Science & Business Media: Chapter 8 - St Leger, L. Kolbe,
Bass, San Francisco.
L., Lee, A., McCall, D. & Young, I. (2007). “School Health
Promotion – Achievements, Challenges and Priorities” 15. Graham, C., Cagiltay, K., Lim, B., Craner, J. and Duffy, T.
and Chapter 17 – McQueen, D. V. (2007) “Evidence and (2001) “Seven Principles of Effective Teaching”. University
theory continuing debates on evidence and of North Carolina.
effectiveness”.
16. Masters, G. (2004) “Beyond political rhetoric: what
2. “Achieving Health Promoting Schools: Guidelines for makes a school good” OnLine Opinion – e Journal of
Promoting Health in Schools” – 2nd Edition of the Social and Political Debate.
document formerly known as “Protocols and Guidelines
17. Muijs, D. and Reynolds, D. (2005) Effective Teaching:
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13. EXPLANATION OF SPECIFIC TERMS USED IN THIS DOCUMENT
School users
The term ‘school users’ refers to everyone who attends or works in a school and who interacts with it. This in-
cludes the students, teachers, all other school staff, health personnel, parents, school governors, school visitors
and the wider community who interact with the school. The terms ‘school community’ or ‘whole school commu-
nity’ refer to similar concepts.
Whole school approach
This term refers to an approach which goes beyond the learning and teaching in the classroom to pervade all
aspects of the life of a school. For example a whole-school approach to the promotion of healthy eating could
include learning and teaching, parental involvement in food preparation, school meals, breakfast clubs, and con-
trolling vending machines and advertising within the school. The term is useful as it is readily understood by both
education and health practitioners.
Health Promoting Schools
Health promoting schools take a whole-school approach to the promotion of health. WHO states that ‘A health
promoting school can be characterized as a school constantly strengthening its capacity as a healthy setting for
living, learning and working.’ Promoting health through schools. Report of a WHO Expert Committee on Compre-
hensive School Health Education and Promotion.
WHO Technical Report Series N°870. WHO, Geneva, 1997
‘Towards this goal, a health promoting school engages health and education officials, teachers, students, parents
and community leaders in efforts to promote health. It fosters health and learning with all the measures at its
disposal, and strives to provide supportive environments for health and a range of key school health education
and promotion programs and services. A health promoting school implements policies, practices and other meas-
ures that respect an individual’s self esteem, provide multiple opportunities for success, and acknowledge good
efforts and intentions as well as personal achievements. It strives to improve the health of school personnel, fami-
lies and community members as well as students, and works with community leaders to help them understand
how the community contributes to health and education. WHO’s Global School Health Initiative aims at helping all
schools to become “health promoting” by, for example, encouraging and supporting international, national and
sub-national networks of health promoting schools, and helping to build national capacities to promote health
through schools.’
Authors: Lawrence St Leger, Ian Young, Claire Blanchard, Martha Perry.
Acknowledgements: Many thanks to all the authors and reviewers for their contributions, to all the health and educa-
tion practitioners and officials, researchers and evaluators and all who attended the review workshops in many parts of the
world and / or provided valuable feedback on the various drafts, and to the IUHPE and CDC for sponsoring this document.
This publication was developed under a cooperative agree-
ment with the U.S. Centers for Disease Control and Preven-
tion (Cooperative Agreement No. 1U50DP001117-01 -
Building Capacity of Developing Countries to Prevent Non-
Communicable Diseases). The findings and conclusions in
this publication are those of the authors and do not neces-
sarily represent the official position of the CDC.
Illustration: ‘My school’, Latvian pupils’ healthy school concept. Zen-
tenes Primary School, Latvia
Cover illustration: Adapted from http://www.nym.org/
images/2009351138globe_children_illustration.jpg.
42 Boulevard de la Libération, 93203 Saint Denis Cedex, France, Tel: +33 1 48 13 7120; Fax: +33 1 48 09 1767
Email: iuhpe@iuhpe.org ; Website: www.iuhpe.org
Published in 2010
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