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Mazyck, Donna. "Healthy School Communities." NASN School Nurse 24, no. 2 (March 2009): 51. http://dx.doi.org/10.1177/1942602x08330744.
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Bassett-Gunter, Rebecca, Jennifer Yessis, Steve Manske, and Doug Gleddie. "Healthy school communities in Canada." Health Education Journal 75, no. 2 (February 12, 2015): 235–48. http://dx.doi.org/10.1177/0017896915570397.
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Centeio, Erin Elizabeth, Jeanne M. Barcelona, Kristen Kaszeta, and Nate McCaughtry. "Building Healthy Communities: Creating Policy to Sustain Health-Related School Change." Journal of Youth Development 13, no. 3 (September 18, 2018): 176–90. http://dx.doi.org/10.5195/jyd.2018.602.
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Many organizations including the Centers for Disease Control and Prevention and the National Academies of Science have called on schools to address childhood obesity and provide more opportunities for children to be active and eat healthier. This study discusses the impact that one comprehensive school program, Building Healthy Communities (BHC), had on school policy across 40 Midwest elementary schools. The study aim was to assess elementary schools that participated in the BHC whole-of-school intervention and examine the policy changes that took place during the year-long intervention, as well as proposed changes made as part of a sustainability plan. Findings indicated that evidenced-based tools can spur awareness of the need for health-based school change among administration, which in turn can prompt the adoption of school-level adherence policies. The intersection between school-based health policy and community-based youth programs is explored as an important part of comprehensive youth health promotion.
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Valois, Robert F., Theresa C. Lewallen, Sean Slade, and Adriane N. Tasco. "The ASCD Healthy School Communities project: formative evaluation results." Health Education 115, no. 3/4 (June 1, 2015): 269–84. http://dx.doi.org/10.1108/he-04-2014-0050.
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Purpose – The purpose of this paper is to report the formative evaluation results from the Association for Supervision and Curriculum Development Healthy School Communities (HSC) pilot project. Design/methodology/approach – This study utilized 11 HSC pilot sites in the USA (eight sites) and Canada (three sites). The evaluation question was “What are the levers of change in a school community that allow for the initiation and implementation of best practice and policy for improving school health?” Pre- and post-site visits along with in-depth interviews with school teams, teachers, students, administrators, community stakeholders and other involved individuals, school site report reviews, Healthy School Report Card results and school improvement plans were used for evaluation purposes. Findings – This study identified nine levers of change: principal as leader of the HSC efforts; active and engaged leadership; distributive team leadership; effective use of data for continuous school improvement; integration of the HSC process with the school improvement process; ongoing and embedded professional development; authentic and mutually beneficial community collaborations; stakeholder support of the local HSC effort; and creation or modification of school policy related to HSC that increased the likelihood that school improvement via health promotion would be pursued and sustained. Research limitations/implications – Owing to the qualitative methods used in this study and the number of schools in the pilot project, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed evaluation question further. Practical implications – This study has implications for schools seeking to create sustainable, systemic integration of health and education for effective health-promoting schools and continuous school improvement. Originality/value – This study provides evidence that integration of health and education can become a sustainable and integral part of a school’s culture.
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Wihardiyani, Wihardiyani, Wahyudi Wahyudi, and M. Chiar. "Community Empowerment Management in Realizing Healthy School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 1, 2019): 192. http://dx.doi.org/10.26737/jetl.v4i1.995.
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Schools and communities have a very close relationship in realizing school or education goals. But the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. This study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at Public Elementary School (SDN) No. 6 Siantan, Siantan District, Mempawah Regency. The approach used in this study is a qualitative approach with a type of case study research. The data analysis model used is Model Miles and Huberman. Based on the research that has been done, the following results are obtained: 1) The process of planning community empowerment in referring to healthy schools has gone well; 2) The implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (SDN No. 6 Siantan) and the community; and 3) Evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office UPT and the school committee.
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Fekaris, Nina. "School Nurses: Leading the Development of Healthy Communities." NASN School Nurse 33, no. 3 (April 16, 2018): 143–45. http://dx.doi.org/10.1177/1942602x18766050.
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Centeio, Erin E., Nate McCaughtry, E. Whitney G. Moore, Noel Kulik, Alex Garn, Jeffrey Martin, Bo Shen, Cheryl L. Somers, and Mariane Fahlman. "Building healthy communities: A comprehensive school health program to prevent obesity in elementary schools." Preventive Medicine 111 (June 2018): 210–15. http://dx.doi.org/10.1016/j.ypmed.2018.03.005.
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Bolshakova, Virginia L. J., John Gieng, C. Sheena Sidhu, Mary Vollinger, Lorena Gimeno, and Jessica Guild. "Teens as Teachers in the Garden: Cultivating a Sustainable Model for Teaching Healthy Living." Journal of Youth Development 13, no. 3 (September 18, 2018): 111–35. http://dx.doi.org/10.5195/jyd.2018.621.
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School gardens are an ideal space to deliver a healthy living curriculum, such as nutrition and physical activity education, to elementary school youth. However, public schools often lack the resources and support to establish sustainable garden-based programming. We created the Healthy Living Ambassador program, a collaborative after-school garden program in low-income communities that brought together resources from schools, community programs, and University of California Cooperative Extension. This school garden program featured culturally competent teens as teachers to serve as near-peer educators and mentors to elementary school youth. The program development model incorporated lessons from sustainable community-based health program interventions and essential elements of teens-as-teachers programs. We share the program logic model and discuss the successes and challenges of this program model that we encountered while developing a long-term, maintainable community garden program to teach healthy living.
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Erickson, Cecelia DuPlessis, Patricia L. Splett, Sara Stoltzfus Mullett, and Mary Bielski Heiman. "The Healthy Learner Model for Student Chronic Condition Management—Part I." Journal of School Nursing 22, no. 6 (December 2006): 310–18. http://dx.doi.org/10.1177/10598405060220060201.
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A significant number of children have chronic health conditions that interfere with normal activities, including school attendance and active participation in the learning process. Management of students’ chronic conditions is complex and requires an integrated system. Models to improve chronic disease management have been developed for the medical system and public health. Programs that address specific chronic disease management or coordinate school health services have been implemented in schools. Lacking is a comprehensive, integrated model that links schools, students, parents, health care, and other community providers. The Healthy Learner Model for chronic condition management identifies seven elements for creating, implementing, and sustaining an efficient and effective, comprehensive community-based system for improving the management of chronic conditions for school children. It has provided the framework for successful chronic condition management in an urban school district and is proposed for replication in other districts and communities.
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Rachmathiany, Ridha, Byba Melda Suhita, and Nurdina Nurdina. "Factor that Influence on PHBS Students Female of Islamic Boarding School Al – Huda Kediri City Based on Health Belief Model Theory." Journal for Quality in Public Health 4, no. 1 (November 30, 2020): 265–70. http://dx.doi.org/10.30994/jqph.v4i1.162.
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Boarding school in Indonesia still a lot of problem that are so classic that is about the health of students and problem with diseases. Boarding school must cooperate with health authorities to coaching health for the students, so that the pattern of living behavior is clean and healthy for the students and communities in the boarding schools and their environmental communities. The purpose of the research is exploration factors that influence on PHBS student female Boarding School Al-Huda Kediri City based on the theory of Health Belief Model. The design of research used qualitative research with a case study approach. Data collection uses in-depth interview techniques (in depth interview) with semi -structured questions with samples of 16 informant. From result research shows the science of PHBS is ignorance. PHBS student female is an indicator PHBS boarding school has not been fulfilled. PHBS are important to implement at boarding school. While information about PHBS is require in boarding school. Attitude of PHBS student female is implementing a picket schedule. Obstacles doing PHBS is the individual's own attitude. Management of boarding school gives attention to PHBS. Management of boarding school gives information about PHBS. Management of boarding school help students about PHBS at boarding school. Importance of support from boarding schools. There are motivation yourself to increase PHBS. Importance of the motivation from friends /management boarding school to increase PHBS. Based on the research it needs to be done further research on environmental health in boarding schools.
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Elamin Bushara, Mohamed Osman, Mohamed Ganbi, Mohamed Elqarni, Abdulaziz Terkstani, Rakan Lihyani, Badr AlHassani, and Hatem Almuterfi. "Evaluation of health promoting schools in Makkah city, Saudi Arabia." International Journal Of Community Medicine And Public Health 4, no. 7 (June 23, 2017): 2234. http://dx.doi.org/10.18203/2394-6040.ijcmph20172812.
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Background: The study was conducted to evaluate schools that implemented the health promotion program in Makkah city, which were 68 schools, (60%) of them randomly selected for the study.Methods: The seven components of the health promoting schools evaluated through descriptive cross sectional study, concentrating on the implementation activities of each component, and whether this implementation conforming to requested standards.Results: The study clarified that the health education activities scored 80% from the targeted activities in this component, encouragement of healthy behavior achieve the highest requested level, while healthy environment activities were being well implemented as it attained 87%.Conclusions: The study concluded that there were weaknesses in the following components, food and nutritional service, school health and mental service provision, and school connectedness with the surrounding community. The study recommends establishment of health service system for psychological and mental health for students, medical checks for school staff in addition to strengthening the links between health promoting schools and surrounding communities, through organized programs. The study recommends for more researches in order to support implementation of the program.
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Kabataş, Mustafa. "A study on healthy eating children's music lessons and school performance." African Educational Research Journal 9, no. 1 (January 28, 2021): 112–20. http://dx.doi.org/10.30918/aerj.91.20.226.
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Healthy nutrition is the main factor affecting the adaptation process of children to school regardless of their education level. Nutrition becomes more important in performance-based lessons such as music lessons. Studies conducted to improve education emphasize the importance of a healthy diet for students to improve school performance. Given that the human environment affects the health of individuals and communities in terms of their performance, discussions on nutrition and health constitute debates involving various aspects of the political, social, economic and cultural developments of societies. It is the health status of individuals that has long-term effects on the well-being of society members and the well-being of the society as a whole. Societies that guarantee good health and nutrition for their citizens can boast of higher outcomes, including high performance in school. The importance of good nutrition increases even more in performance lessons such as music lessons. This healthy eating in Kastamonu province in Turkey's perspective, we did a study on music lessons and school performance. It was held in four different regional schools in Kastamonu province. The selection of these schools assumes that the distribution of schools in the city differs socioeconomically. While interviews were held with 18 teachers in 4 schools in each neighborhood, 42 students were interviewed in the last year for each school. The school categories evaluated were: private, mission schools, and state-owned schools. Two types of research tools were applied to the universe of the study as follows: interviews for both teachers and parents through questionnaires and interview guides were applied to primary school students. In addition, we made some observations in different schools that allow us to see the different health and nutrition opportunities available in these schools. Therefore, data collection for this study is both quantitative and qualitative using the tools mentioned above. The aim of the research is to determine how healthy students are eating in schools; to develop ideas for a healthier diet for students and to present them to managers. Research is important in that it benefits field experts and similar studies. According to the results of the research, both school success and music lesson success increase with a healthy diet. This reveals the importance of healthy nutrition, especially in school children in their developmental age.
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Lee, Albert, and Robin Man-biu Cheung. "School as setting to create a healthy teaching and learning environment." Journal of Professional Capital and Community 2, no. 4 (October 16, 2017): 200–214. http://dx.doi.org/10.1108/jpcc-05-2017-0013.
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Purpose The purpose of this paper is to analyze how professional cultures in schools and school systems could improve the well-being of students, with a particular emphasis on teacher-health partnerships, which would not naturally occur without a specific intentional intervention. Implemented with a whole-school approach, the Health Promoting School (HPS) is one of the most effective intentional interventions to achieve improvements in both the health and educational outcomes of students through the engagement of key stakeholders in education and health to create a healthy physical/psycho-social environment. This paper emphasizes collaboration and the building of professional cultures in schools that share collective responsibility for the whole student. Design/methodology/approach Student outcomes in schools should include both academic and health and well-being outcomes that promote positive pathways throughout adulthood. This paper connects HPS research with policy analysis drawing on Hong Kong’s unique context as being at the top of the PISA rankings and striving toward a positive health culture and well-being in its schools. Findings Evidence has been gathered extensively about what schools actually do in health promotion using the HPS framework. The HPS framework has served to assist schools and authorities to concentrate on the gaps and affirm best practices. This paper also reports how teachers have created a professional and collegial community with health partners to address outbreaks of infectious diseases in schools and obesity in students. Practical implications The concept of HPS can serve as an ecological model to promote the positive health and well-being of students, fostering their personal growth and development, and as an alternate model for school improvement. Social implications This paper has highlighted that structured school health programs such as HPS could have positive effects on educational outcomes, while also changing professional cultures and communities in schools with an emphasis on students’ physical health, emotional health, social health, or spiritual health. The Assessment Program for Affective and Social Outcomes is used as a tool by schools in Hong Kong, reflecting the affective and social developments of the students in the school under review as a whole, and how they relate to the school. It resembles the core areas of action competencies, and school social environment; the two key areas of HPS. Originality/value Hong Kong is often analyzed from an educational rankings perspective. However, it offers broader lessons on educational change, as it has in recent years emphasized dual goals in student outcomes and professional communities – the importance of whole student health and well-being as a both a precursor and key component to the educational outcomes schools seek. Globally, very few schools are able to implement HPS in its entirety. Continuing development of HPS in Hong Kong would add value to international literature in terms of which types of data would influence adoption of HPS in which types of school and policy contexts.
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Schmidt, Glen, Dawn Hemingway, and Gerard Bellefeuille. "Building Healthy Northern Communities Through Strengthening Capacity." Journal of Comparative Social Work 7, no. 1 (April 2, 2012): 36–50. http://dx.doi.org/10.31265/jcsw.v7i1.79.
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This study examines and evaluates the effects of one-time funding on capacity building of health and social welfare organizations in a remote and northern section of British Columbia Canada. The Province of British Columbia awarded a two million dollar grant (Canadian) to the University of Northern British Columbia (UNBC). Organizations applied for funds through a competitive process that was managed by the School of Social Work at UNBC. Twenty-five different community organizations and agencies received funding for a period of eighteen months. The organizations and agencies delivered a range of services and activities located in remote First Nations communities as well as the natural resource-based single industry towns of northern BC.
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Rechis, Ruth, Katherine B. Oestman, Elizabeth Caballero, Anna Brewster, Michael T. Walsh, Karen Basen-Engquist, Jeffrey E. Gershenwald, et al. "Be Well Communities™: mobilizing communities to promote wellness and stop cancer before it starts." Cancer Causes & Control 32, no. 8 (May 26, 2021): 859–70. http://dx.doi.org/10.1007/s10552-021-01439-9.
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Abstract Purpose Increasingly, cancer centers are delivering population-based approaches to narrow the gap between known cancer prevention strategies and their effective implementation. Leveraging successful healthy community initiatives, MD Anderson developed Be Well Communities™, a model that implements evidence-based actions to directly impact people’s lives. Methods In partnership with local organizations, MD Anderson’s Be Well Communities team executed and evaluated 16 evidence-based interventions to address community priorities in healthy diets, physical activity, and sun safety. Evaluation included assessing the effectiveness of evidence-based interventions, stakeholders’ perceptions of collaboration, and the population-level impact on dietary and physical activity behaviors among students using the School Physical Activity and Nutrition Survey and the System for Observing Fitness Instruction Time. Two-tailed t-tests were used to compare tested parameters at baseline and follow-up. p values less than .05 were considered significant. Results This model achieved its early outcomes, including effectively implementing evidence-based interventions, building strong partnerships, increasing access to healthy foods, improving the built environment, and increasing healthy food and water consumption and moderate to vigorous physical activity among students (p < .001). Conclusions Be Well Communities is an effective model for positively impacting community health which could be leveraged by others to deliver evidence-based actions to improve population health.
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Fernandes, Meenakshi, Rae Galloway, Aulo Gelli, Daniel Mumuni, Salha Hamdani, Josephine Kiamba, Kate Quarshie, et al. "Enhancing Linkages Between Healthy Diets, Local Agriculture, and Sustainable Food Systems." Food and Nutrition Bulletin 37, no. 4 (July 19, 2016): 571–84. http://dx.doi.org/10.1177/0379572116659156.
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Background: Interventions that enhance linkages between healthy diets and local agriculture can promote sustainable food systems. Home-grown school feeding programs present a promising entry point for such interventions, through the delivery of nutritious menus and meals. Objective: To describe the adaptation of the School Meals Planner Package to the programmatic and environmental reality in Ghana during the 2014 to 2015 school year. Methods: Guided by a conceptual framework highlighting key considerations and trade-offs in menu design, an open-source software was developed that could be easily understood by program implementers. Readily available containers from markets were calibrated into “handy measures” to support the provision of adequate quantities of food indicated by menus. Schools and communities were sensitized to the benefits of locally sourced, nutrient-rich diets. A behavior change communication campaign including posters and songs promoting healthy diets was designed and disseminated in schools and communities. Results: The School Meals Planner Package was introduced in 42 districts in Ghana, reaching more than 320 000 children. Monitoring reports and feedback on its use were positive, demonstrating how the tool can be used by planners and implementers alike to deliver nutritious, locally-sourced meals to schoolchildren. The value of the tool has been recognized at the highest levels by Ghana’s government who have adopted it as official policy. Conclusions: The School Meals Planner Package supported the design of nutritious, locally sourced menus for the school feeding program in Ghana. The tool can be similarly adapted for other countries to meet context-specific needs.
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Cristiani, Valeria, Ashok Kumbamu, Gladys B. Asiedu, Shirley K. Johnson, Janna Rae Gewirtz O’Brien, Gordon Ziebart, Melissa R. Mogen, Brian Lynch, and Seema Kumar. "Use of Community Based Participatory Research to Design Interventions for Healthy Lifestyle in an Alternative Learning Environment." Journal of Primary Care & Community Health 12 (January 2021): 215013272110147. http://dx.doi.org/10.1177/21501327211014749.
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Introduction/Objectives Childhood obesity develops as the result of the interplay between individual and environmental factors. Community based participatory research (CBPR) is an effective tool for improving health of communities. There is limited research on CBPR for facilitating healthy lifestyle in community schools with an alternative learning environment. The objective of the study was to explore student and staff perspectives via focus groups on barriers and facilitators for healthy eating and physical activity in a community school with alternative learning environment and to prioritize, design, and implement suggested interventions to improve healthy lifestyle. Methods We conducted qualitative research through 8 focus groups of middle and high school students (n = 40) and 2 focus groups of school staff (n = 8). The school community and research team subsequently identified and implemented interventions for facilitating healthy lifestyle in students within the school environment. Results Barriers identified for healthy lifestyle included lack of motivation, lack of healthy food options at school, inadequate knowledge about healthy lifestyle and insufficient opportunities for physical activity. Facilitators for healthy lifestyle were support and motivation from mentors and knowledge about healthy nutrition. Key strategies implemented were addition of healthier food options, educational materials for healthy eating, creation of a walk path, standing desks in classrooms and additional equipment in the school gymnasium. Conclusions Formative feedback from students and staff was helpful in the implementation of strategies for facilitating healthy lifestyle among students within a community school with an alternative learning environment.
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Tsai, Marisa, Edward Frongillo, Lorrene Ritchie, Gail Woodward-Lopez, and Lauren Au. "Dimensions of School Food Environments and Their Association with Anthropometric and Dietary Outcomes in Children: The Healthy Communities Study." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 289. http://dx.doi.org/10.1093/cdn/nzaa043_140.
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Abstract Objectives While it has been recommended that schools be the hub of efforts to improve child nutrition, research describing dimensions of U.S. school nutrition environments is limited. This study used exploratory factor analysis to estimate dimensions of school nutrition environments and examined their association with child anthropometric and dietary measures. Methods Cross-sectional analyses of 386 U.S. elementary and middle schools and 4635 children from the national Healthy Communities Study (2013–2015) was conducted. Three complementary instruments to assess the school nutrition environment were used to create 34 variables. Data were collected by observation and surveys. Factor analysis was done with orthogonal rotation. Mixed-effects regression models examined the multivariate-adjusted associations of dimensions of school nutrition environments with child anthropometric and dietary measures accounting for community and school variation. Results Six dimensions of school nutrition environments were derived: 1) nutrition education; 2) fruit and vegetable availability; 3) dining environment, including size and crowding; 4) school meal quality, including compliance with competitive food standards, amount of whole grains, and high fat foods; 5) school participation in state and federal nutrition programs; and 6) self-reported implementation of school wellness policies. Higher school meal quality was associated with lower added sugars intake (ß = –0.94, P < 0.01), better dining environment was associated with higher body mass index z scores (ß = 0.04, P = 0.03), and higher implementation of school wellness policies was associated with higher waist circumference (ß = 0.54, P < 0.01). Conclusions Schools serving meals of higher nutritional quality had children with lower added sugars intake. Associations between dining environment and BMI-z; and implementation of school wellness policies and waist circumference were counterintuitive and may be due to school selection or the inability of cross-sectional data to capture relationships with longer-term health outcomes. More efforts are needed to identify school nutrition environments that have the greatest impact on child diet and adiposity outcomes. Funding Sources National Heart, Lung, and Blood Institute #K01HL131630.
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Nigg, Claudio, Jay Maddock, Jessica Yamauchi, Virginia Pressler, Betty Wood, and Susan Jackson. "The Healthy Hawaii Initiative: A Social Ecological Approach Promoting Healthy Communities." American Journal of Health Promotion 19, no. 4 (March 2005): 310–13. http://dx.doi.org/10.4278/0890-1171-19.4.310.
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Purpose. The tobacco settlement has provided the opportunity for the state of Hawaii to implement the Healthy Hawaii Initiative (HHI), targeting smoking, poor nutrition and physical inactivity. The purpose of this paper is to describe and document preliminary findings. Methods. The social ecological model is translated into practice through school and community grants to create systems, environmental and policy changes, teacher training on health and physical education standards, continuing education for the medical community in behavioral health, and a public education campaign. A comprehensive evaluation provides ongoing feedback for program improvement and progress on the effects of psychosocial mediators, behaviors, and long-term chronic diseases. Results and Discussion. Preliminary process results presented here are promising. The components are thought to interact synergistically to bring about behavior changes statewide. The HHI is one example of how to implement a multilevel initiative to target the three major behavioral determinants of chronic disease (tobacco use, physical inactivity, and poor nutrition) and build healthier communities.
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Heelan, Kate, H. Jason Combs, Bryce M. Abbey, Paul Burger, and Todd Bartee. "Evaluation of School Transportation Patterns and the Associated Impact on BMI in 2 Midwestern Communities." Journal of Physical Activity and Health 10, no. 5 (July 2013): 632–40. http://dx.doi.org/10.1123/jpah.10.5.632.
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Background:The decline in active commuting to and from school in the United States is, in part, due to urban design standards and public policies that promote automobile travel and discourage pedestrian activity.Purpose:The current investigation examines active commuting at neighborhood schools and how it is altered by distance to school, student age and its potential impact on Body Mass Index.Methods:Demographic and transportation datasets were obtained for 5367 elementary students (K−5th grade) and middle school students (6th−8th grade) in 2 Midwestern communities.Results:4379 (81.6%) students were successfully geocoded and 21.9% actively commute to school at least half of the time meeting the Healthy People 2010 objective 22−14. Of those students who could potentially actively commute to school (0.5 mile for grades K−5 and 1 mile for grades 6−8) 36.6% are passive commuters. No significant negative associations were found between BMI z-score or BMI percentile with accumulation of activity through active commuting (frequency × distance) for elementary (r = −0.04, P = .27) or middle school students (r = .027, P = .56).Conclusion:Many elementary students living within 0.3−0.4 miles are being driven to school. Promoting pedestrian-friendly communities and making healthy and sustainable transportation choices should be priorities for community leaders and school administrators.
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Reynolds, Andrew D., and Rachel Bacon. "Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature." Advances in Social Work 18, no. 3 (September 18, 2018): 745–66. http://dx.doi.org/10.18060/21664.
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Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.
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Campbell, Eleanor T., Ethelwynn Stellenberg, and Natasha Nurse-Clarke. "A Comparison of Food Choices Among Urban South African and New York Adolescents." Urban Social Work 2, no. 1 (June 2018): 17–32. http://dx.doi.org/10.1891/2474-8684.2.1.17.
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Child obesity prevention is a relatively new phenomenon in developing countries where food insecurity and malnutrition have been the public health focus. Yet obesity is a global health problem. The purpose of this study was to compare healthy and unhealthy food choices among a convenience sample of 114 adolescent youths from ethically and economically diverse communities in Cape Town, South Africa and New York City using surveys and focus groups. Findings showed no significant differences in healthy food choices among participants regardless of socioeconomic status (SES). For unhealthy food choices, there were significant differences between adolescents from low and middle SES levels. Interviews indicated that unhealthy choices were influenced by money, convenience, and parents. School feeding programs were influential in initiating and sustaining healthy choices, whereas barriers included money and convenience of access to unhealthy food options. Parents and schools provided the most influence on these adolescents’ healthy options by including fruits and vegetables in homemade and school program lunches.
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Tsai, Marisa, Lorrene D. Ritchie, Punam Ohri-Vachaspati, and Lauren E. Au. "Student Perception of Healthfulness, School Lunch Healthfulness, and Participation in School Lunch: The Healthy Communities Study." Journal of Nutrition Education and Behavior 51, no. 5 (May 2019): 623–28. http://dx.doi.org/10.1016/j.jneb.2019.01.014.
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Kolbe, Lloyd J., Gerald N. Tirozzi, Eva Marx, Mary Bobbitt-Cooke, Sara Riedel, Jack Jones, and Michael Schmoyer. "Health programmes for school employees: improving quality of life, health and productivity." Promotion & Education 12, no. 3-4 (September 2005): 157–61. http://dx.doi.org/10.1177/10253823050120030115.
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School health programmes in the 21 century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st Century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.
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Chalupka, Stephanie, and Laura Anderko. "Climate Change and Schools: Implications for Children's Health and Safety." Creative Nursing 25, no. 3 (August 15, 2019): 249–57. http://dx.doi.org/10.1891/1078-4535.25.3.249.
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The predicted impacts of climate change are fast becoming a reality and are already adversely affecting human health and health systems. Events such as flooding, hurricanes, tornadoes, and wildfires are challenging communities to re-evaluate whether their schools provide a safe, healthy environment. Among the populations most vulnerable to the impacts of our changing climate are our children. Nurses are key to supporting mitigation and adaptation efforts to promote more resilient school environments, using approaches based on values of the common good and social justice.
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Kulik, Noel L., E. Whitney Moore, Erin E. Centeio, Alex C. Garn, Jeffrey J. Martin, Bo Shen, Cheryl L. Somers, and Nathan McCaughtry. "Knowledge, Attitudes, Self-Efficacy, and Healthy Eating Behavior Among Children: Results From the Building Healthy Communities Trial." Health Education & Behavior 46, no. 4 (February 21, 2019): 602–11. http://dx.doi.org/10.1177/1090198119826298.
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Background/Aim. Increased knowledge, attitudes, and beliefs about a topic and behavioral capability and self-efficacy for healthy eating are often a precursor to behavior change. The purpose of this study is to determine the effectiveness of the multicomponent school-based program on children’s healthy eating knowledge, attitudes, and self-efficacy for healthy eating, and on their eating habits over time. Method. Quasi-experimental (4 treatment, 2 comparison) in a metropolitan area using a pretest–posttest method. Participants were 628 fifth-grade youth (377 treatment, 251 comparison) with a mean age of 9.9 years. The Building Healthy Communities (BHC) program is an 8-month school-wide healthy school transformation program and includes six main components. Outcome measures include children’s healthy eating knowledge, attitudes, self-efficacy, and behavior. Missing data were imputed, confirmatory factor analysis tested scale factor structure, and path analysis determined a parsimonious path explaining behavior change. Results. The Student Attitudes and Self-Efficacy (SASE) scale had good measurement model fit. BHC group’s healthy eating knowledge and behaviors increased significantly, while SASE remained moderate. For both groups, the students’ knowledge and SASE significantly predicted their healthy eating behaviors; however, the intervention group accounted for a greater amount of variance (35% vs. 26%). Discussion. The BHC program was effective in improving healthy eating knowledge and behavior among youth, and the relationship between variables did not vary by group. Healthy eating knowledge is a significant predictor of both future knowledge and behavior.
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Htun, Ye Minn, Kay Thi Lwin, Nwe Nwe Oo, Kyaw Soe, and Than Tun Sein. "Knowledge, attitude and reported practice of primary school teachers on specified school health activities in Danuphyu Township, Ayeyarwaddy Region, Myanmar." South East Asia Journal of Public Health 3, no. 1 (January 18, 2014): 24–29. http://dx.doi.org/10.3329/seajph.v3i1.17707.
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Schools are important settings for comprehensive health promotion. School exerts the most influence on the lives of children and youth. Schools can play a key role in supporting students health and, by extension, the health of their families and communities. This school-based cross sectional descriptive study was conducted in Danuphyu Town-ship from June to November, 2012. This study aimed to identify the levels of knowledge, attitude and practice of primary school teachers concerning four school health activities: comprehensive school health education; healthy school environments; prevention and control of communicable diseases; and nutritional promotion and food safety. The sample consisted of 97 teachers from 23 primary schools were randomly selected to participate in the study. A pre-tested structured questionnaire was used as a data collection tool. It was found that 62.9% of teachers achieved a high level of knowledge scores (mean knowledge score of 39.10 with SD 3.087); 57.7% had a positive attitude towards school health activities; 52.6% of teachers achieved high reported practice scores (with mean practice score of 66.07 and SD 4.17); teachers from urban areas, over 50 years of age, and with service duration of 20-24 years, are statistically significantly associated with higher levels of reported practice; teachers with high knowledge and posi-tive attitude scores achieved higher reported practice scores, but these associations are not statistically significant. Overall, over 50% of the teachers had a high knowledge, a positive attitude and high practice scores relating to school health activities, and this shows that favorable conditions exist at the schools among the teachers for further strengthening the school health program of Myanmar. Enhancing teachers' involvement in school health activities would establish good outcomes of the school health promotion program. Provision of continuous training of teach-ers in school health would further enhance knowledge of teachers, and would gradually inculcate positive attitudes among them. This would lead towards more involvement of teachers in school health activities. South East Asia Journal of Public Health 2013; 3(1): 24-29 DOI: http://dx.doi.org/10.3329/seajph.v3i1.17707
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Harbon, Lesley, and Sisilia Setiawati Halimi. "A ‘disjunct’ in the linguistic landscape: Messages about food and nutrition in Indonesian school environments." Indonesian Journal of Applied Linguistics 8, no. 3 (January 31, 2019): 566. http://dx.doi.org/10.17509/ijal.v8i3.15263.
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In Indonesia’s schoolscapes, messages regarding food and nutrition abound. The researchers conducted descriptive, evaluative research on the nature and scope of the linguistic landscape around 20 primary school grounds in Jakarta and Depok education districts. The purpose of this study was to gather (digitally) and analyze food/nutrition signs/texts in order to determine which languages are represented in which places, and the kinds of messages for each language. As well, the study explored other non-food images relating to health found in these schoolscapes. Data were analysed using open and axial coding. The study found that the majority of the texts and images are found to be in Indonesian and only a small percentage are in Sundanese, Arabic, Japanese and English. Texts relating to food and nutrition were found inside and outside the school environments. Each language was responsible for a particular type of message. Official (top-down) messages inside the schoolscapes advocate for healthy food and nutrition. Texts found outside the schoolscapes convey a variety of messages, healthy and otherwise: from food labels, and flavor, to cigarette advertising. There is a ‘disjunct’ between the overtly health-oriented linguistic landscape inside the school perimeter and the less healthy linguistic landscape outside the schoolscapes, an issue which may be of concern to schools and their communities.
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McKernan, Christine, Douglas Gleddie, and Kate Storey. "Student-centred photovoice as a mechanism for home-school interaction: Teacher perceptions of efficacy." Health Education Journal 79, no. 1 (July 15, 2019): 82–93. http://dx.doi.org/10.1177/0017896919862849.
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Objective: The school and home environments play a significant role in shaping the health behaviours of children. Understanding students’ home environments is essential for teachers to recognise and meet their students’ needs, while collaborative partnerships between the school and home have been shown to result in academic success and improved behaviour management. This study explores the unique features of photovoice as a student-centred approach to understanding the links between the school and home environments, and its feasibility to be implemented independently by teachers in the classroom. Design: Descriptive qualitative method. Setting: A Project Promoting healthy Living for Everyone in Schools (APPLE Schools) is a school-based health promotion project being conducted in 70 school communities across northern Alberta, Northwest Territories, and Manitoba, Canada. Method: One-on-one interviews with teachers who were involved in an initial photovoice project ( n = 3) and researcher field notes from observations conducted over a period of 8 months were used. Data were analysed using latent content analysis. Results: Strengths, limitations and future directions of photovoice were identified. The strengths of using photovoice included genuine student participation, strengthened communication between the school and home, and the ability to address multiple learning domains. Limitations were cost, privacy and parental support. Teachers shared promising ideas about photovoice being used for health promotion advocacy. Conclusion: Photovoice can be used by teachers as tool to strengthen the relationship between the home and the school environments. Future use of photovoice in schools is encouraged.
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Nasir, Idris Abdullahi, Muhammad Sagir Shehu, and Yunusa Thairu. "Absence of poliovirus in apparently healthy school children in Bauchi state, Nigeria." Journal of Infection in Developing Countries 10, no. 08 (August 31, 2016): 824–28. http://dx.doi.org/10.3855/jidc.7602.
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Introduction: Poliovirus infections have been established to be in circulation in the remaining three polio-endemic nations. These pathogens have been associated with several chronic diseases, particularly acute flaccid paralysis of children. This study sought to ascertain whether polioviruses are silently shed by apparently healthy schoolchildren in Bauchi, Katagum, and Misau local government areas of Bauchi state, Nigeria. Methodology: This was a cross-sectional prospective study that involved 200 stool samples collected from apparently healthy schoolchildren. All samples were processed and inoculated onto rhabdomyosarcoma (RD) and L20B cell-lines. Inoculated cell lines were monitored for cytopathic effects (CPEs) for 10 days with one subculture after first 5 days. Results: None of the samples came down with CPEs on L20B, and thus all samples were negative for poliovirus; however, three were positive for non-polio enteroviruses (NPEVs) on RD and not on the L20B cell line: one coxsackie B virus from a seven-year-old male, and two others were untypeable isolates, one each from a male and a female child. The coxsackie B virus was identified by microneutralization test using polyclonal sera as described by the World Health Organization. Conclusions: Findings from this investigation indicate the absence of polioviruses in the children studied. This is an indication of good polio immunization coverage in these communities. However, more intensive and periodic surveillance is required to confirm the presence or exclude the absence of polioviruses in these communities and other parts of Nigeria.
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Au, Lauren E., Klara Gurzo, Wendi Gosliner, Karen L. Webb, Patricia B. Crawford, and Lorrene D. Ritchie. "Eating School Meals Daily Is Associated with Healthier Dietary Intakes: The Healthy Communities Study." Journal of the Academy of Nutrition and Dietetics 118, no. 8 (August 2018): 1474–81. http://dx.doi.org/10.1016/j.jand.2018.01.010.
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Jock, Brittany, and Joel Gittelsohn. "OPREVENT2 Community Action Component to Promote Healthy Policy, Systems, and Environments With Native American Communities: Process Evaluation and Lessons Learned." Current Developments in Nutrition 5, Supplement_2 (June 2021): 140. http://dx.doi.org/10.1093/cdn/nzab035_048.
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Abstract Objectives To assess the implementation of the Community Action Component (CAC) of OPREVENT2, which aimed to promote healthy food and physical activity policies, systems, and environments (PSE) with six Native American communities. Methods OPREVENT2 examined the impact of a multi-level, multi-component obesity prevention intervention in six tribal communities in the Southwest and Midwest regions of the US (Three randomly selected to receive the intervention first, three to receive second). The CAC was designed to identify and develop PSE changes in partnership with community partners. We developed the following implementation standards prior to the intervention: we aimed to hold monthly meetings that were ≥1 hour and recruited ≥10 participants representing different stakeholder groups (health staff, store employee, tribal leader, school teachers/staff, and community members). We used measures of frequency to evaluate the extent that we met established reach, dose delivered, and fidelity standards. Results CAC meetings used participatory approaches to discuss ways to use PSE changes to encourage healthy eating and physical activity in stores, schools, worksites, and communities. Overall, we achieved high dose delivered; we held one monthly meeting on average that ranged 60–120 minutes. Reach varied by community; on average we attained 64%, 101%, 479% of the participants. Meetings were attended most often by community members, health staff, and tribal leaders, with low participation from store employees or school teachers/staff. Whenever possible, CAC meetings were planned with existing meetings to enhance reach to encourage sustainability and enable collaboration with community partners. Future interventions could develop a tribal council resolution to encourage other stakeholder groups to attend and promote sustainability of intersectoral work at an earlier stage. Assessing community readiness could assist in developing strategies to promote PSE changes that are tailored to each community. Conclusions The inclusion of CAC complements community-based obesity prevention strategies in Native American communities and can achieve moderate to high reach, dose-delivered, and fidelity. Funding Sources National Heart, Lung, and Blood Institute.
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Magarey, Anthea Margaret, Tahna Lee Pettman, Annabelle Wilson, and Nadia Mastersson. "Changes in Primary School Children's Behaviour, Knowledge, Attitudes, and Environments Related to Nutrition and Physical Activity." ISRN Obesity 2013 (March 19, 2013): 1–10. http://dx.doi.org/10.1155/2013/752081.
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Rigorous evaluation of large-scale community-based obesity interventions can provide important guidance to policy and decision makers. The eat well be active (ewba) Community Programs, a five-year multilevel, multistrategy community-based obesity intervention targeting children in a range of settings, was delivered in two communities. A comprehensive mixed-methods evaluation using a quasiexperimental design with nonmatched comparison communities was undertaken. This paper describes the changes in primary school children's attitudes, behaviours, knowledge, and environments associated with healthy eating and physical activity, based on data from six questionnaires completed pre- and postintervention by students, parents, and school representatives. As self-reported by students in years from five to seven there were few significant improvements over time in healthy eating and physical activity behaviours, attitudes, knowledge, and perceived environments, and there were few changes in the home environment (parent report). Overall there were considerably more improvements in intervention compared with comparison schools affecting all environmental areas, namely, policy, physical, financial, and sociocultural, in addition to improvements in teacher skill and knowledge. These improvements in children's learning environments are important and likely to be sustainable as they reflect a change of school culture. More sensitive evaluation tools may detect behaviour changes.
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Jamerson, Taylor, Rachel Sylvester, Qingmei Jiang, Nicole Corriveau, Jean DuRussel-Weston, Eva Kline-Rogers, Elizabeth A. Jackson, and Kim A. Eagle. "Differences in Cardiovascular Disease Risk Factors and Health Behaviors Between Black and Non-Black Students Participating in a School-Based Health Promotion Program." American Journal of Health Promotion 31, no. 4 (October 25, 2016): 318–24. http://dx.doi.org/10.1177/0890117116674666.
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Purpose: To compare cardiovascular disease (CVD) risk factors of black and non-black children participating in Project Healthy Schools (PHS), a school-based wellness program. Design: Participants were surveyed and participated in physiological screenings pre- and post-PHS intervention. Setting: Middle schools in 4 Michigan communities of varying socioeconomic status. Participants: A total of 3813 sixth-grade students comprised the survey sample, and 2297 sixth-grade students comprised the screening sample. Intervention: Project Healthy Schools is a school-based intervention designed to reduce the risk of obesity and CVD in children through the promotion of healthy eating and physical activity. Measures: Physical examination, blood test, and self-reported survey data on dietary habits, physical activity, and sedentary behaviors were collected pre- and post-PHS. Analysis: Paired and independent t tests were used for physiologic variables. Wilcoxon sign-rank and rank-sum tests were used for survey variables. Results: At baseline, blacks had a higher percentage of overweight/obese students (43% vs 34%; P < .0001) and demonstrated poorer health habits than non-blacks; however, non-blacks had poorer lipid profiles. At follow-up (post-PHS intervention), both groups demonstrated significant improvements in physiological measures and health behaviors. Conclusion: Despite disparities between the groups at both baseline and follow-up, changes seen post-PHS intervention were beneficial in both groups. These results suggest that early intervention for risk factor modification is possible and may be of great importance in the prevention of CVD, particularly in high-risk groups.
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Palazzo, Steven J., Ella Sanman, and Laura E. Bicknell. "Empowering High School Students Through Engagement in a Community Event." International Education Studies 12, no. 8 (July 29, 2019): 83. http://dx.doi.org/10.5539/ies.v12n8p83.
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Background: Obesity continues to afflict adolescents in underserved communities. It is difficult to understand how adolescents perceive empowerment over their health and the health of their communities. The purpose of our study was to describe the impact of the Healthy Heart Ambassador program on adolescents’ perceived empowerment through the development and implementation of a community event.
Methods: High school students designed and implemented a cardiovascular health promotion and disease prevention community event using knowledge acquired through participation in the Teen Take Heart program. The HHA program was created based on the Adolescent Empowerment Model, where participants chose a community event they felt would best deliver the cardiovascular health promotion and disease prevention information. Participants completed a post event survey to evaluate their sense of empowerment while participating in the program.
Results: The AES addressed two domains and six attributes of psychological empowerment. The results suggest a sense of empowerment resulted from participating in the student-led community event.
Conclusion: During the HHA event students were engaged with other students, teachers, and members of their community who attended the event. In addition, groups of students who did not normally interact with each other were cooperating and working as a team.
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Khuzwayo, Patience Primrose, Mbuyiselo Douglas, and Gugu Gladness Mchunu. "Developing Adolescent Boys Toward Adaptation of Male Sexual and Reproductive Health in Communities With Embedded Cultural Manhood Values." American Journal of Men's Health 14, no. 5 (September 2020): 155798832094934. http://dx.doi.org/10.1177/1557988320949342.
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Manhood values are highly prioritized among most culturally orientated South African Black communities with an ideology that revolves around the concept of masculinity. The notion of manhood values is deeply rooted in male dominance, sexual drive, and traditional male circumcision. The goals of this study were to (a) explore the experiences of school health nurses in the provision of sexual and reproductive health among adolescent boys; and (b) recommend suggested action to develop adolescent boys to adapt a healthy behavioral lifestyle through a health-promoting school program. This study employed a qualitative approach utilizing a descriptive and exploratory research design. The Ottawa Charter for Health Promotion was used to guide the study. Purposive sampling was used to select participants for individual interviews to collect data. A total of 21 school health nurses were selected to participate in face-to-face interviews. A thematic analysis was conducted using ATLAS ti (version 8) software. Five overarching themes were yielded and categorized as facilitators, barriers, and suggested action to improve sexual and reproductive health services as follows: (a) legislative frameworks and policies; (b) male medical circumcision, and prevention of HIV/AIDS and STIs; (c) lack of support from teachers and school-governing bodies; (d) risky sexual behaviors among the learners; and (e) empowerment and personal skills development. The study concludes with a discussion and recommendations that a comprehensive health-promoting school program should be developed for adolescent boys with guaranteed ownership and sustainability of male sexual and reproductive health.
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Francis-Granderson, Isabella, and Andrea McDonald. "Parents’ perceptions of healthy eating practices in north-east Trinidad." Proceedings of Singapore Healthcare 27, no. 3 (January 8, 2018): 175–79. http://dx.doi.org/10.1177/2010105817751952.
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Aim: The purpose of this study was to explore perceptions, facilitators, and barriers to healthy eating behaviors among parents of primary school-aged children. Methods: A purposive sampling design was used to select parents of primary school children from four different communities in north-east Trinidad. They were recruited via the school system with letters containing the research purpose and background. Four focus group sessions were conducted between May and June 2013. Each focus group had an average of five participants and lasted for approximately 60 min. The participants were asked to define healthy eating, identify healthy foods, and describe their concerns regarding healthy eating. The interview questions were developed and validated by the research team members. The data were transcribed and analyzed for themes. Results: Twenty-three ( N = 23) parents (78% female and 22% male) participated in the study. The participants define healthy foods as vegetables, starchy foods, porridge, tea, fiber, and foods low in fat. Parents also acknowledged that food cost, availability, parent’s inability to influence children to consume fruits and vegetables, and social barriers are some major challenges impeding healthy eating. Conclusion: Our study demonstrates that several barriers exist to healthy eating among primary school children in Trinidad. Community health professionals, school teachers, dietitians, and nutritionists need to play a more prominent role in teaching children and parents about the benefits of healthy eating. Future studies need to address the barriers to healthy eating. This might help to reduce the growing obesity prevalence in Trinidad.
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Besnilian, Annette, Peggy Johnson, and Scott W. Plunkett. "A Taste of Good Health: Evaluation of a School-Based, Healthy Lifestyles Program for Parents in Latino Communities." Family and Consumer Sciences Research Journal 46, no. 3 (March 2018): 205–18. http://dx.doi.org/10.1111/fcsr.12249.
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Barnes, Allison, Michelle E. Hudgens, Debora Robison, Roger Kipp, Kathleen Strasser, and Robert M. Siegel. "A Community Bundle to Lower School-Aged Obesity Rates in a Small Midwestern City." Reports 2, no. 3 (August 10, 2019): 20. http://dx.doi.org/10.3390/reports2030020.
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Background: Multi-component interventions in large communities such as Philadelphia can effectively lower childhood obesity rates. It is less clear whether this type of intervention can be successful in smaller communities with more limited resources. Norwood, Ohio is a small Midwestern city with a population of 19,207. In 2010, Ohio passed a school health law requiring Body Mass Index (BMI) screening of students in kindergarten and grades 3, 5 and 9 along with restrictions on competitive foods and vending machine products and a physical education requirement of 30 min per day. In 2014, Norwood implemented a multi-component childhood obesity prevention and treatment bundle of interventions. Our objective was to describe the effects if this bundle on childhood overweight/obesity (OW/OB) rates. We hypothesized that implementation of the bundle would lower the prevalence of OW/OB in Norwood school children. Methods: In 2012, the Healthy Kids Ohio Act was fully implemented in the Norwood City School District (NCSD). In 2014 a comprehensive bundle was implemented that included: 1. A student gardening program; 2. Supplementation of fresh produce to a local food pantry and a family shelter; 3. A farmers market; 4. A health newsletter; 5. Incentives in the school cafeterias to promote healthy food selection; 6. A 100-mile walking club; 7. “Cook for America” (a “cooked from scratch” intervention for school cafeterias); 8. A school-based obesity treatment clinic; Results: The OW/OB rate in the NCSD was 43% at the time of the Bundle implementation in 2014 and 37% in 2016 (p = 0.029). Conclusions: A childhood OW/OB prevention bundle can be implemented in a small city and is associated with a favorable change in BMI.
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Kensler, Lisa A. W. "Ecology, Democracy, and Green Schools: An Integrated Framework." Journal of School Leadership 22, no. 4 (July 2012): 789–814. http://dx.doi.org/10.1177/105268461202200406.
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Sustainability is the integration of ecological, social, and economic approaches to ensuring healthy local and global communities for present and future generations. Although environmental science and social studies teachers have assumed primary responsibility for sustainability related programs and initiatives, whole school approaches to teaching and learning about sustainability are emerging in K–12 schools (green schools) all around the world (Henderson & Tilbury, 2004). Whole school and whole systems approaches to sustainability not only teach about sustainability via the curriculum but also encourage the school community to become a vibrant place for together learning how members might live more sustainably. Recent research highlights the importance of school leaders and leadership for successful green schools (Birney & Reed, 2009; Higgs & McMillan, 2006; Pepper & Wildy, 2008; Schelly, Cross, Franzen, Hall, & Reeve, 2010). The purpose of this article is to propose a theoretical framework that integrates democratic and ecological principles for describing, explaining, and predicting a continuum of development from more traditional schools to green schools. It ends with suggestions for future research.
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Rahman, Habib Ur. "IDENTIFICATION OF BASIC HEALTH INFORMATION AND KNOWLEDGE AT HIGH SCHOOLS IN SWAT RURAL AREAS (A WAY TOWARD VEBH MODEL IMPLEMENTATION)." Jurnal Pendidikan Terbuka Dan Jarak Jauh 20, no. 2 (September 2, 2019): 61–73. http://dx.doi.org/10.33830/ptjj.v20i2.348.2019.
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Common diseases mostly occur due to lack of basic health information and knowledge to public at large. Therefore, basic health information and knowledge is very much important to reduce the outbreaks of different diseases especially in rural communities which is possible through proper education. Education is a natural and an inborn part of any community or society. High quality and healthy volunteers can be generated in a society by right education with full support of any kind of facility.The objective of this paper is to gather and identify information and knowledge about basic health from students and teachers. In this paper, first we study current basic health (information & knowledge) situation of teachers and students in high schools of District Swat (70% mountain rural areas and 30% urban areas), Khyber Pakhtunkhwa Pakistan. Secondly, find out the willingness of high school teachers and students for basic health information and knowledge using information communication technology (ICT) i.e. through a proposed “Virtual Education for Basic Health (VEBH)” model at high school level. For this purpose a pilot research survey was conducted in seven tehsils of district Swat which contained 119 high schools, including 77 male high schools and 42 female high schools.The respondents are willing to learn basic health information and knowledge through virtual and commented that it will be better for rural mountainous areas of Swat especially for female health. VEBH model will make the students aware about common diseases and ensure future healthy society.
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Chukwuocha, Uchechukwu M., Greg N. Iwuoha, Chisom M. Ogara, and Ikechukwu N. S. Dozie. "Malaria classroom corner: a school-based intervention to promote basic malaria awareness and common control practices among school-age children." Health Education 120, no. 1 (January 6, 2020): 107–19. http://dx.doi.org/10.1108/he-11-2019-0050.
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PurposeThis study assessed the effectiveness of malaria classroom corner (MCC), school-based intervention in the promotion of basic malaria awareness and common control practices among children of primary school age.Design/methodology/approachA quasi-experimental design was employed, involving 206 children of primary 5 and 6 classes from two randomly selected public primary schools in Owerri, South Eastern Nigeria. The MCC was designed and set up in the intervention school (with 103 children) while the control school (with 103 children) was offered malaria health talk. Structured pre-tested questionnaire was used to collect data pre- and post-intervention in both schools. Data was analysed using Statistical Package – Stata version 14.1 (Stata Corp, College Station, TX, USA).FindingsResults show that there was a significant enhancement of basic malaria awareness (p = 0.0003) and common preventive and management practices (p = 0.0202) among children in the intervention primary school compared to those in the control primary school.Research limitations/implicationsThe study did not account for actual behaviour change, as its scope was within basic malaria awareness and common control practices.Practical implicationsThis approach could enhance awareness and proactiveness of school children towards malaria prevention and overall health consciousness.Social implicationsThis could help in achieving a healthy population of school children with a positive effect on their school performance.Originality/valueThe MCC could provide a simple, participatory and effective approach for the promotion of basic malaria awareness and common control practices among primary school-age children in malaria endemic areas. Such children could, in turn, become malaria conversation drivers and behaviour change agents in their homes and communities, thereby contributing to the malaria elimination efforts.
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Foulger, Lauren, Randy M. Page, P. Cougar Hall, Benjamin T. Crookston, and Joshua H. West. "Health risk behaviors in urban and rural Guatemalan adolescents." International Journal of Adolescent Medicine and Health 25, no. 1 (March 1, 2013): 97–105. http://dx.doi.org/10.1515/ijamh-2013-0014.
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Abstract Adolescence is an important stage of life when health behaviors and attitudes are established. The purpose of this research was to assess health risk behaviors among Guatemalan students in both an urban and rural school. Items were adapted from the Global School-based Student Health Survey and were used to measure and compare the prevalence of risk behaviors between these two demographically and culturally distant school-based samples. In general, the prevalence of adolescent health risk behaviors in both schools was lower than other Latin American countries. Many health risk behaviors were associated with location (urban vs. rural settings) and/or gender. Tobacco use, alcohol use, and sexual activity were higher among urban students. Boys were more likely than girls to use alcohol, use tobacco, and be sexually active. In addition, the prevalence of mental health problems was higher among girls and rural students. These findings imply that measures should be taken to design effective and appropriate health strategies for adolescents attending these schools. Health promotion programs in schools and communities should assist the youth in developing positive health behaviors and cultivating healthy lifestyles in an effort to reduce risk behaviors among adolescent populations. Further research is needed to extend our understanding of risk factors of health behavior in these adolescent populations and to identify effective preventative approaches and strategies that specifically cater to the location and culture of the students.
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Damrow, Amy. "“Maybe You Have to be Friends to be Nakama”: School Friends and Cultural Logics in the United States and Japan." Journal of Family Diversity in Education 2, no. 4 (December 18, 2017): 42–62. http://dx.doi.org/10.53956/jfde.2017.111.
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I examine the concept of school friends by drawing on the ideas and experiences of one Japanese boy as he lived and attended school in both the United States and Japan. This ethnographic case study facilitates a comparative analysis of peer relations in schools through centering an 11-year-old’s perspective as he participated in and navigated ecological systems in both countries. Data include formal interviews with the youth, his parents, and his teachers, observations in schools in the United States and Japan, eco-maps, community maps, and sociometric questioning over a fifteen-month period. The study identified the strategies used to navigate social spaces, the different logics of school friends in the sociocultural spaces examined, and the subtle ways that particular types of communities are built in classrooms. Implications for teachers, teacher educators, administrators and others interested in building social, linguistic, and cognitive skills and a healthy school climate are discussed.
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Zuhriya, Rizka Ihromatuz. "Clean and Healthy Behavior of Santri In Pondok Pesantren Mambau’us Syafa’atil Quran." Jurnal Ners dan Kebidanan (Journal of Ners and Midwifery) 2, no. 3 (August 1, 2015): 242–47. http://dx.doi.org/10.26699/jnk.v2i3.art.p242-247.
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The clean and healthy life behavior is an effort to create a condition for individuals, families,groups, and communities as an attempt to apply a healthy way of life in order to preserve, maintain andimprove health. The purpose of this study was to determine the clean and healthy living behavior in theboarding school students. Methods: The study design used descriptive design. The study populationwas all students in Pondok Pesantren Mamba’us Syafa’atil Qur’an; 80 students. The sample was 80using the total population technique, as well as uses the instrument in the form of a questionnairedesigned by the researcher. The results showed a clean and healthy life behavior of students by 31.25%in either category, 42.5% adequate, and 26.25% less. Clean and healthy living behaviors (PHBs)students were already in good category since they always wash hands before eating and after defecationand no students who have used drugs, while PHBs students who in category of lack that weremeasured to avoid the transmission of diseases. It was expected for boarding school caretaker maderoutine health and hygiene control for the students to reduce the risk of transmission of the disease.
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Eanes, Linda S., Lilia Azeneth Fuentes, Beatriz Bautista, David Salazar, and Doreen Garza. "Bridging the Gaps Through Nurse-Led Nutrition Education to Underserved Children." Hispanic Health Care International 17, no. 2 (March 12, 2019): 66–72. http://dx.doi.org/10.1177/1540415319830762.
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Although children residing in impoverished rural communities located along the Texas-Mexico border are at disproportionately high risk of unhealthy eating, limited resources may prevent devoting sufficient attention to school-based nutrition education. The purpose of this quasi-experimental study was to examine the teaching effectiveness of graduate nursing students on fourth-grade student learning about healthy eating. Purposive sampling was used to select 213 predominately Hispanic fourth-grade students enrolled in one of three low-socioeconomic status underserved elementary schools located in rural South Texas. Ten graduate nursing students implemented the Creating Healthy Eating Choices for Kids Nutrition Curriculum to approximately 40 fourth-graders per group who attended weekly 45- to 50-minute sessions for 6 weeks. The MyPlate standardized tests were administered before and following the intervention. Results showed a significant improvement in learning on all program modules for fourth-graders from each school ( p = .000). Results support the value of creating a strategic partnership between a university school of nursing and key community leaders as a feasible method of providing nutrition education for fourth-graders enrolled in schools with limited resources.
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McGuire, Sandra L., and Linda Mefford. "Growing Up and Growing Older." Journal of School Nursing 23, no. 2 (April 2007): 80–85. http://dx.doi.org/10.1177/10598405070230020401.
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Americans are living longer than ever before. A child born today can expect to live 80 years, 90 years, or longer. Many of today’s children will live to be centenarians. Aging education to prepare people for the long life ahead has been endorsed since the first White House Conference on Aging in 1961. However, little is happening with aging education in our homes, schools, and communities. This article discusses the school nurse’s role in helping to prepare children for the long life ahead of them and presents aging education resources and activities. School nurses can help to create a generation of Americans who value older adults, have positive attitudes about aging, and plan for successful healthy aging.
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Nelson, Toben F., Richard F. MacLehose, Cynthia Davey, Peter Rode, and Marilyn S. Nanney. "Increasing Inequality in Physical Activity Among Minnesota Secondary Schools, 2001–2010." Journal of Physical Activity and Health 15, no. 5 (May 1, 2018): 325–30. http://dx.doi.org/10.1123/jpah.2016-0444.
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Background: Two Healthy People 2020 goals are to increase physical activity (PA) and to reduce disparities in PA. We explored whether PA at the school level changed over time in Minnesota schools and whether differences existed by demographic and socioeconomic factors. Methods: We examine self-reported PA (n = 276,089 students; N = 276 schools) for 2001–2010 from the Minnesota Student Survey linked to school demographic data from the National Center for Education Statistics and the Rural–Urban Commuting Area Codes. We conducted analyses at the school level using multivariable linear regression with cluster-robust recommendation errors. Results: Overall, students who met PA recommendations increased from 59.8% in 2001 to 66.3% in 2010 (P < .001). Large gains in PA occurred at schools with fewer racial/ethnic minority students (0%–60.1% in 2001 to 67.5% in 2010, P < .001), whereas gains in PA were comparatively small at schools with a high proportion of racial/ethnic minority students in 2001 (30%–59.2% in 2001 to 62.7% in 2010). Conclusions: We found increasing inequalities in school-level PA by racial/ethnic characteristics of their schools and communities among secondary school students. Future research should monitor patterns of PA over time and explore mechanisms for patterns of inequality.
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Pierre, Christine St, Win Guan, Jamison Merrill, Katherine Rawlings, Jerita Mitchell, and Jennifer Sacheck. "Changes in Dietary Intake During COVID-19 Among Youth in Urban Communities: Insights From the COACHES Study." Current Developments in Nutrition 5, Supplement_2 (June 2021): 184. http://dx.doi.org/10.1093/cdn/nzab035_092.
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Abstract Objectives Disruption to nutrition education and school meal programs and widespread reports of increased food insecurity due to COVID-19 have raised concerns about the potential effect on the dietary quality of youth. Accordingly, this study sought to examine the impact of the pandemic on the dietary intake of youth participating in the Creating Opportunities for Adolescents through Coaching, Healthy Eating, and Sports (COACHES) program, an intervention using coaches trained in trauma-informed coaching strategies to improve health of youth from at-risk communities. Methods The COACHES program recruited 6th and 7th grade students from five schools in New Orleans, LA. Students (n = 67) completed an adapted version of the CoRonavIrus Health Impact Survey (CRISIS) for Youth (V0.3) to assess dietary intake and perception of health during the pandemic. Descriptive statistics were used to examine self-reported impact of the pandemic on eating behaviors. Results Among the students who completed the CRISIS questionnaire (n = 67, 11.7+/−0.73 yrs, 55.2% female, 41.8% overweight/obese), 49.3% reported an overall physical health decrease during the pandemic, 65.6% were not meeting recommendations for daily fruit and vegetable intake, and 72.7% consumed sugary beverages two or more times daily. However, more than one-third actually reported increasing fruit and vegetable consumption during the pandemic, and more than one-quarter reduced their sugary beverage intake. Boys were more likely than girls to report increased fruit and vegetable intake, and youth who were overweight or obese were more likely to report maintaining or improving their overall diet, though results were only significant at the 90% level (P = 0.065). Conclusions Despite challenges due to COVID-19, urban youth report improved dietary intake during the pandemic. These results highlight the importance of school-based intervention programs in meeting the nutrition needs of at-risk youth. Funding Sources Department of Health and Human Services, Office of Minority Health.
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Duncan, Mary Katherine. "A Picture Book Is Worth a Thousand Words: Building a Character Literacy Library." Children and Libraries 19, no. 1 (April 7, 2021): 16. http://dx.doi.org/10.5860/cal.19.1.16.
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According to the U.S. Department of Education, character education refers to teaching “the habits of thought and deed that help people live and work together as families, friends, neighbors, communities, and nations.”Character education has long been viewed as an essential part of the mission of schools, and some have even suggested that it may be the primary purpose of education in the future. In addition, meta-analytic studies have linked character education to decreased risk behaviors, increased prosocial behaviors, favorable school outcomes, and healthy social-emotional functioning.