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Secure & Maintain Administrative Support and Commitment

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Secure & Maintain Administrative Support and Commitment

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This is the first pre-implementation strategy for a school district. There are a few things this includes such as the superintendent's support at the district level and the principal's support at the school level. These are some of the approaches that the CDC suggests:

- Incorporating health in the district's or school's vision and mission statements, including health goals in the school's improvement plan.
- Appointing someone to oversee school health.
- Allocating resources.
- Modeling healthy behaviors.
- Regularly communicating the importance of wellness to students, staff, and parents (CDC, 2013b).

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Establish a School Health Council or Team

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Establish a School Health Council or Team

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It, ideally, should be district-level and should have at least one representative from each of the WSCC components. It also needs to include school administrators, parents, students, and community representatives that are involved and supportive of the health and well-being of the students. The CDC states that it is an important strategy to establish a school health council or school health team. The list below is people to consider for each of the components provided from the textbook Promoting Health and Academic Success The Whole School, Whole Community, Whole Child Approach, David A. Birch, Donna M. Videto. This information is provided in chapter 10, table 10.1 District School Health Council Possible Representatives, (pg. 204)
(Textbook Cited on the Resource Post)

- Health Education - Health coordinator, health teacher, student health club representative, district health education consultant, director of curriculum and instruction, student health club representative, and health department health educator.

- Physical Education and Physical Activity - Physical education coordinator, physical education teacher, district physical therapists, student teachers from local colleges and universities, and grant-funded physical activity program investigators.

- Nutrition Environment and Services - District dietician, food services manager or other personnel, cafeteria support staff, and healthy heart representative from the health department.

- Health Services - District medical consultant, school nurse, health department representative, speech therapists, and special services personnel for students with special needs.

- Counseling, Psychological, and Social Services - School psychologist, guidance counselor, social worker, and teacher support aide.

- Social and Emotional Climate - Administrators such as the principle or vice principal, student representatives, school psychologists, guidance counselors, and social workers.

- Physical Environment - Administrators, buildings and grounds administrator, custodian, and local law enforcement.

- Employee Wellness - Elementary and secondary-level teacher, staff wellness coordinator, faculty or staff with a passion for wellness, community representative from worksite health.

- Family Engagement - Representatives from parent groups and youth groups.

- Community Involvement - Chamber of commerce, rotary club, health agencies, and government agencies

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Having a school health coordinator is critical for the successful implementation of a coordinated approach to school health. This is necessary for rounding out the infrastructure. There was an evaluation in 2006 that compared schools that had a school health coordinator to schools that did not have one. The results showed that the schools with a school health coordinator were more likely to have physical activity intramural offerings, improved nutrition offerings, and tobacco cessation programs. There were school policies that intervened with soda consumption that decreased it, decreased inactivity, and decreased tobacco use. Then, the required school health curriculum was more predictive of decreased risk behaviors. Overall, the study showed that having a school health coordinator is very beneficial.

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Setting goals,  objectives, and developing a plan helps provide the district or school with guidance for making an action plan on addressing the areas of priority. Developing a plan helps achieve the goals that the district and goal deem important. The assessment strategies and tools used can help provide guidance on what is important for the school. One of the best ways suggested by the CDC is to use the SMART method. (SMART, Specific, Measurable, Attainable, Relevant, and Time-based)

A good resource for developing and implementing a plan of the WSCC framework is: https://education.ky.gov/curriculum/WSCC/Pages/Implementation-of-the-WSCC-Framework-.aspx

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Multiple Strategies Through Multiple Components

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Multiple Strategies Through Multiple Components

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These are strategies provided in the textbook table 10.2 WSCC Components and Possible Strategies for Improvement.  The Whole School, Whole Community, Whole Child Approach, David A. Birch, Donna M. Videto. (pg. 211)

- Health Education - The district requires that all elementary schools teach health education in grades K through 5. After an extensive review, an elementary health curriculum was selected and teacher training for implementation was conducted.

- Physical Education and Physical Activity - All students would be required to participate in a minimum of 150 minutes of physical education per week by a new district mandate.

- Nutrition Environment and Services - The breakfast program at the junior high and high school will now include offering at least one fruit other than juice at breakfast.

- Health Services - Each school is now required to have at least one full-time registered school nurse responsible for health services all day, every day.

- Counseling, Psychological, and Social Services - The counseling staff will now provide small group and classroom-based health promotion and prevention activities in each classroom on a regular basis in addition to one-on-one counseling sessions.

- Social and Emotional Environment - Staff receives training on how to foster the emotional growth and development of the elementary-level child through guided social skill instruction.

- Physical Environment - Each school is required to make drinking water available to students free of charge throughout the day by installing additional water coolers when possible, making water available, and providing opportunities to take water breaks as needed.

- Employee Wellness - Each school is required to evaluate the employee wellness program annually and provide the district wellness coordinator with a report of the findings. These findings will be used to establish yearly staff wellness goals and help to shape programming efforts.

- Family Engagement - People are available during parent meetings and events to help translate into the language understood by a recent group of refugees that have relocated into the district.

- Community Involvement - The district allows a community agency access to school facilities to provide services to students and their families.

Policies and programs need to be considered and implemented by schools to help students avoid and reduce health-risk behaviors that contribute to leading causes of death and disability among young people as well as adults.

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It needs to mainly be about the students. Students need to be provided with opportunities for students. They need to be meaningfully involved in the school as well as the community. School health efforts in programming and policies need to give the students a chance to develop and exercise leadership abilities, build skills, form positive relationships with caring adults, and contribute to their school and the greater community.

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Address Priority Health-Enhancing and Health-Risk Behaviors 

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Address Priority Health-Enhancing and Health-Risk Behaviors 

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Health-Enhancing Behaviors - are behaviors that people engage in that will protect their health and wellness and decrease the risk of developing chronic disease. Some things include getting enough sleep, engaging in physical activity, and selecting a nutritional diet.

Health-Risk Behaviors - are behaviors that put people at risk of death and/or disability. There are six categories that have been identified by the CDC for priority health-risk behaviors for youth in the U.S.: behaviors that contribute to unintentional injuries and violence, tobacco use, alcohol and other drug use, sexual behaviors that contribute to unintended pregnancy and STDs and HIV infection, unhealthy eating, and physical inactivity.

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Professional development has several different types. They are training, workshop, technical assistance, presentations, and information session. They teach educators specific learning objectives. It is important to choose the appropriate type of professional development so that educators can properly understand the level of knowledge and/or skill that may be acquired. The six practices according to the CDC are sustain, design, promote, deliver, follow-up, and evaluate. It is important to integrate all six of these practices when developing and delivering professional development events. Professional development provides opportunities for the school employees to identify areas of improvement, learn about and use proven practices, solve problems, develop skills, and reflect on and practice new strategies.

A good resource to find more information on professional development is: https://www.cdc.gov/healthyschools/trainingtools.htmhttps://www.cdc.gov/healthyschools/trainingtools.htm

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Birch, D. A., & Videto, D. M. (2015). Promoting health and academic success: The whole school, whole community, whole child approach. Human Kinetics.

Components of the whole school, whole community, whole child (WSCC). (2021, March 23). Centers for Disease Control and Prevention. https://www.cdc.gov/healthyschools/wscc/components.htm

Training and professional development. (2020, January 23). Centers for Disease Control and Prevention. https://www.cdc.gov/healthyschools/trainingtools.htm