A Whole School Approach: Collaborative Development of School Health Policies, Processes, and Practices

Autor/inn/en	Hunt, Pete; Barrios, Lisa; Telljohann, Susan K.; Mazyck, Donna
Titel	A Whole School Approach: Collaborative Development of School Health Policies, Processes, and Practices
Quelle	In: Journal of School Health, 85 (2015) 11, S.802-809 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12305
Schlagwörter	Educational Change; School Health Services; School Policy; Educational Practices; Models; Program Implementation; Literature Reviews; Best Practices; Comprehensive School Health Education; Integrated Services; Strategic Planning; Partnerships in Education; Cooperative Programs + Suchen Sie Ihr Suchwort? Bildungsreform; Schuleingangsuntersuchung; Schulpolitik; Bildungspraxis; Analogiemodell; Strategy; Planning; Strategie; Planung; Hochschulpartnerschaft
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01