A whole school approach: collaborative development of school health policies, processes, and practices.

Autor: Hunt P; Research Application and Evaluation Branch, Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Road, NE, MS E-75, Atlanta, GA 30329. phunt@cdc.gov., Barrios L; Research Application and Evaluation Branch, Division of Adolescent and School Health, National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention, Centers for Disease Control and Prevention, 1600 Clifton Road, NE, MS E-75, Atlanta, GA 30329. lbarrios@cdc.gov., Telljohann SK; The University of Toledo, Department of Health and Recreation Professions, 2801 W. Bancroft Dr., Toledo, OH 43606. susan.telljohann@utoledo.edu., Mazyck D; National Association of School Nurses, 1201 16th Street, NW #216 Washington, DC 20036-3290. dmazyck@nasn.org.
Jazyk: angličtina
Zdroj: The Journal of school health [J Sch Health] 2015 Nov; Vol. 85 (11), pp. 802-9.
DOI: 10.1111/josh.12305
Abstrakt: Background: The Whole School, Whole Community, Whole Child (WSCC) model shows the interrelationship between health and learning and the potential for improving educational outcomes by improving health outcomes. However, current descriptions do not explain how to implement the model.
Methods: The existing literature, including scientific articles, programmatic guidance, and publications by national agencies and organizations, was reviewed and synthesized to describe an overview of interrelatedness of learning and health and the 10 components of the WSCC model.
Results: The literature suggests potential benefits of applying the WSCC model at the district and school level. But, the model lacks specific guidance as to how this might be made actionable. A collaborative approach to health and learning is suggested, including a 10-step systematic process to help schools and districts develop an action plan for improving health and education outcomes. Essential preliminary actions are suggested to minimize the impact of the challenges that commonly derail systematic planning processes and program implementation, such as lack of readiness, personnel shortages, insufficient resources, and competing priorities.
Conclusions: All new models require testing and evidence to confirm their value. District and schools will need to test this model and put plans into action to show that significant, substantial, and sustainable health and academic outcomes can be achieved.
(© 2015 The Authors. Journal of School Health published by Wiley Periodicals, Inc. on behalf of American School Health Association.)
Databáze: MEDLINE
Externí odkaz: