Relevant bibliographies by topics / School: School of Health

Academic literature on the topic 'School: School of Health'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School: School of Health"

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Belagavi, Dayanand. "A Descriptive Study to Assess the Knowledge of School Teachers Regarding School Health Programme in Selected Rural Schools of Waghodia." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 6868–72. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020681.

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Chavan, Vishwajeet Manohar, and Girish Manohar Chavan. "School health performance score: a comparative study between rural and urban school performance." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2421. http://dx.doi.org/10.18203/2394-6040.ijcmph20182170.

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Background: Safe, secure and healthy environment for children to learn better and face the challenges of future life can be achieved by school sanitation and hygiene education. The objective of the study was to study School health performance score and compare between rural and urban school performance.Methods: A cross sectional study was carried out. It included randomly selected 46 rural schools and 11 urban schools. Both the school was compared in terms of school health services parameters.Results: In our study, 33854 students in total were enrolled from 46 rural schools as compared 9904 students from 11 urban schools. Mean number of students per school was noted to be 735.95±303.72 in rural schools and 900.36±172.83 students in urban schools. From the 46 rural school teachers, 7 teachers had semi-English as their mode of teaching as compared to 39 teachers whose mode of teaching was Marathi; while all the 11 urban school teachers taught their students only in Marathi.Conclusions: It was found that the school performance score overall as well as on individual item studies was significantly better in urban schools than the rural schools.
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Lee, Albert, Lawrence H. St Leger, Kelvin WK Ling, Vera MW Keung, Amelia SC Lo, Amy CM Kwong, Hilda PS Ma, and Erin S. Armstrong. "The Hong Kong Healthy Schools Award Scheme, school health and student health: An exploratory study." Health Education Journal 77, no. 8 (June 7, 2018): 857–71. http://dx.doi.org/10.1177/0017896918779622.

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Objective: The Hong Kong Healthy Schools Award Scheme (HKHSA) developed an assessment and monitoring system to examine the status of Health Promoting Schools (HPS). This study made use of the HKHSA programme to investigate the school health ‘profile’ and student health status of four gold award schools following 3–4 years’ participation in the scheme. Design: Repeated cross-sectional student health surveys of the same year level (Secondary 3) were conducted over different time periods, and achievement of HKHSA was assessed by repeated assessments of the school health profile using HPS indicators. Setting: This study included four schools with the Healthy School gold award in Hong Kong, together with students from three of the four schools. Methods: School performance in the six HPS key areas were analysed using radial plot graphs, and students’ health behaviours were measured by means of repeated cross-sectional student health surveys. Results: The four gold award schools demonstrated various degrees of achievement in different HPS key areas with student health behaviours markedly improving in these schools. Further analyses revealed how certain HPS key area components were associated with sustained positive health behaviours among students. Conclusion: The ongoing implementation of HPS impacts on schools’ environment and students’ health behaviours. The HKHSA is designed for formative and summative assessment of school health promotion. Findings provide insight into an HPS assessment process, signalling future directions for the development of school health promotion.
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Wardiansyah and Indri Seta Septadina. "Optimization of School Health Unit at Islamic Boarding School." Arkus 6, no. 2 (October 22, 2021): 122–24. http://dx.doi.org/10.37275/arkus.v6i2.87.

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School Health Unit (SHU), is an effort made by schools to help students and school residents who are sick in the school area. SHU is usually done in the health room of a school. In another sense, SHU is an effort to foster and develop healthy habits and behavior in school age students which is carried out comprehensively (comprehensively) and integrated (integrative). To optimize the SHU program, the participation of students as subjects and not just objects needs to be increased.
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Nir, Adam E. "The Impact of School-Based Management on School Health." Journal of School Leadership 12, no. 4 (July 2002): 368–96. http://dx.doi.org/10.1177/105268460201200402.

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What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.
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Percy, Melanie S. "School Health . Welcome to School Health." Journal for Specialists in Pediatric Nursing 11, no. 2 (April 2006): 149–52. http://dx.doi.org/10.1111/j.1744-6155.2006.00058.x.

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Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.

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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.
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Wicklander, Molly K. "The United Kingdom National Healthy School Standard: A Framework for Strengthening the School Nurse Role." Journal of School Nursing 21, no. 3 (June 2005): 132–38. http://dx.doi.org/10.1177/10598405050210030201.

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The purpose of this review is to analyze the school nursing role within the National Healthy School Standard (NHSS) in the United Kingdom with a view toward clarifying and strengthening the role of school nurses globally. Within the National Healthy School Standard framework, school nurses serve an integral role in linking health and education partnerships to promote effective school health programs. School nurse contributions to the National Healthy School Standard, as well as barriers and supports, are discussed. Additionally, the methods school nurses implement to partner, to manage service delivery, and to work with schools are outlined. The central role of school nurses within the National Healthy School Standard framework provides a guide for school nurses in the United States to demonstrate their importance as key players in healthy schools that promote health and education. The framework deserves recognition as a foundational model to help strengthen both the school nurse role and school health programs around the world.
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Nery, Newillames Gonçalves, Lidia Moraes Ribeiro Jordão, and Maria do Carmo Matias Freire. "School environment and oral health promotion: the National Survey of School Health (PeNSE)." Revista de Saúde Pública 53 (October 22, 2019): 93. http://dx.doi.org/10.11606/s1518-8787.2019053001376.

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OBJECTIVE: To evaluate the potential support of schools for oral health promotion and associated factors in Brazilian capitals. METHODS: Data from 1,339 public and private schools of the 27 Brazilian capitals were obtained from the National Survey of School Health (PeNSE) 2015. Data from the capitals were obtained from the United Nations Development Program and the Department of Informatics of the Brazilian Unified Health System (Datasus). The indicator “ambiente escolar promotor de saúde bucal” (AEPSB – oral health promoting school environment) was designed from 21 variables of the school environment with possible influence on students’ oral health employing the categorical principal components analysis (CATPCA). Associations between the AEPSB and characteristics of schools, capitals and regions were tested (bivariate analysis). RESULTS: Ten variables comprised CAPTCA, after excluding those with low correlation or high multicollinearity. The analysis resulted in a model with three dimensions: D1. Within-school aspects (sales of food with added sugar in the canteen and health promotion actions), D2. Aspects of the area around the school (sales of food with added sugar in alternative points) and D3. prohibitive policies at school (prohibition of alcohol and tobacco consumption). The sum of the scores of the dimensions generated the AEPSB indicator, dichotomized by the median. From the total of schools studied, 51.2% (95%CI 48.5–53.8) presented a more favorable environment for oral health (higher AEPSB). In the capitals, this percentage ranged from 36.6% (95%CI 23.4–52.2) in Rio Branco to 80.4% (95%CI 67.2–89.1) in Florianópolis. Among the Brazilian regions, it ranged from 45.5% (95%CI 40.0–51.2) in the North to 67.6% (95%CI 59.4–74.9) in the South. Higher percentages of schools with higher AEPSB were found in public schools [58.1% (95%CI 54.9–61.2)] and in capitals and regions with higher Human Development Index [61.0% (95%IC 55.8–66.0) and 57.4% (95%CI 53.2–61.4), respectively] and lower Gini index [55.7% (95%CI 51.2–60.0) and 52.8 (95%CI 49.8–55.8), respectively]. CONCLUSIONS: The potential to support oral health promotion in schools in Brazilian capitals, assessed by the AEPSB indicator, was associated with contextual factors of schools, capitals and Brazilian regions.
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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly good” both in public and private vocational schools.
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Dissertations / Theses on the topic "School: School of Health"

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Bertrand, Julie A. "New Brunswick approach to Comprehensive School Health: Healthy learners in schools and the community school." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28173.

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In this thesis, a multiple case study methodology and semi-structured interviews are used to identify and describe the barriers and facilitators to the implementation of a Comprehensive School Health (CSH) initiative, Healthy Learners in Schools (HLS), in two elementary schools within the same Francophone school district in New Brunswick, Canada. The first article in this thesis identifies five categories of factors that influence the implementation of HLS in the two schools. The second article provides evidence that another initiative, the Community School, is an effective way of implementing the CSH approach in schools. Overall, there was found to be large differences pertaining to school health promotion in the two schools involved in this study; many refinements of the implementation process are necessary if the provincial government's goals are to be met.
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Carlsson, Dru. "School health services, health promotion and health outcomes: an investigation of the Health Promoting Schools approach as supported by school nurses." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16192/1/Dru_Carlsson_Thesis.pdf.

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Health promotion interventions in schools have grown in popularity and have demonstrated varying degrees of effectiveness on the health of the school and its individuals. The School Based Youth Health Nurse (SBYHN) Program introduced in 1999 by Queensland Health into state secondary schools supports and encourages use of the Health Promoting Schools (HPS) approach in addressing health issues, in addition to providing individual health consultations to the school community. This Program is unique in that a health service is entering into the education system with a role of supporting implementation of a comprehensive approach to addressing health issues. The study investigates how SBYHNs support the implementation of the HPS approach in the secondary school setting and explores the health outcomes for the school community. A statewide survey of SBYHNs examines the variety of health promotion and HPS work being undertaken within schools and identifies key implementation and practice issues. Qualitative case studies of three schools further investigates the barriers faced by nurses in supporting HPS implementation, and explores the perceived outcomes of implementing the HPS approach that have begun to emerge within the school community. Results found that nurses have the capacity to support the implementation of whole-of-school health promotion, with the presence of enablers influencing the comprehensiveness with which schools address health issues or decide to adopt the HPS approach. The study also indicated several outcomes of nurse and school-supported, comprehensive school health promotion across three major areas corresponding with the HPS framework (curriculum, teaching and learning; school organisation, ethos and environment; partnerships and services) and the addition of outcomes in specific health issues. Implications for future developments in health promotion-orientated, school health service interventions and research into the evidence of effectiveness of the HPS approach are discussed.
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Carlsson, Dru. "School health services, health promotion and health outcomes: an investigation of the Health Promoting Schools approach as supported by school nurses." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16192/.

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Health promotion interventions in schools have grown in popularity and have demonstrated varying degrees of effectiveness on the health of the school and its individuals. The School Based Youth Health Nurse (SBYHN) Program introduced in 1999 by Queensland Health into state secondary schools supports and encourages use of the Health Promoting Schools (HPS) approach in addressing health issues, in addition to providing individual health consultations to the school community. This Program is unique in that a health service is entering into the education system with a role of supporting implementation of a comprehensive approach to addressing health issues. The study investigates how SBYHNs support the implementation of the HPS approach in the secondary school setting and explores the health outcomes for the school community. A statewide survey of SBYHNs examines the variety of health promotion and HPS work being undertaken within schools and identifies key implementation and practice issues. Qualitative case studies of three schools further investigates the barriers faced by nurses in supporting HPS implementation, and explores the perceived outcomes of implementing the HPS approach that have begun to emerge within the school community. Results found that nurses have the capacity to support the implementation of whole-of-school health promotion, with the presence of enablers influencing the comprehensiveness with which schools address health issues or decide to adopt the HPS approach. The study also indicated several outcomes of nurse and school-supported, comprehensive school health promotion across three major areas corresponding with the HPS framework (curriculum, teaching and learning; school organisation, ethos and environment; partnerships and services) and the addition of outcomes in specific health issues. Implications for future developments in health promotion-orientated, school health service interventions and research into the evidence of effectiveness of the HPS approach are discussed.
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Davis, Felicia. "School-based Health Centers in High Poverty Schools." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7493.

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This capstone project was part of a team project completed by two school principals in Hillsborough County, Florida. The project began because of our passion for meeting the needs of our students in urban high poverty schools being supported by varying district turnaround initiatives. We looked at our district’s previous and current attempts to increase student success in high poverty schools. We questioned the ways in which supports and resources were provided, and we explored ways through which success in high poverty schools might be increased by redefining the supports and resources provided. Our appreciative exploration of the topic was guided by the question, what successful examples of services and supports have contributed to an increase in success for students in high poverty schools? Considering that the majority of SBHCs exist in schools with high poverty rates, I was interested in what services were provided and how accessible they were. I looked for literature using the following keywords: wrap around services, school based health centers, health and student achievement. School-Based Health Centers improve access to healthcare, which can help to identify and address health risk behaviors and contribute to more stable attendance at school. More instructional seat time can contribute to improved academic outcomes. The preventative role played by SBHCs can reduce barriers to learning, such as treating undiagnosed mental and physical illnesses. School-Based Health Centers provide wraparound services so that issues impacting students such as obesity or asthma can be addressed on a school’s campus where key mental health, medical and school professionals can collaborate to meet the needs of students.
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Luis, Emily. "School-based mental health services delivered by school psychologists." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001153.

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Lake, Renee A. "School Mental Health: Perceptions and Practices of School Psychologists." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374145318.

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Barth, Janice Johnston. "The investigation of the relationship between middle school organizational health, school size, and school achievement in the areas of reading, mathematics, and language." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1875.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains xi, 156 p. Vita. Includes abstract. Includes bibliographical references (p. 125-138).
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Rickard, Megan L. "Public school superintendents' perceptions of schools assisting students in obtaining health insurance." Toledo, Ohio : University of Toledo, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1262895549.

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Dissertation (Ph.D.)--University of Toledo, 2010.
Typescript. "Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Doctor of Philosophy Degree in Health Education." "A dissertation entitled"--at head of title. Title from title page of PDF document. Bibliography: p. 160-181.
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Schwartz, Sandra. "Vocal Health of Middle School and High School Choral Directors." Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/52.

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Teachers are considered professional voice users because they depend on the regular and uninterrupted use of the voice. The nature of teaching requires more extensive use of the voice than other professions. Therefore, teachers are faced with a greater risk of developing voice problems. In addition to using the voice to present content to students, teachers must also manage the classroom and student behavior. All of these activities have potential to compromise vocal integrity. The purpose of this study was to examine the vocal health of selected middle school and high school choral directors. Specifically, it explored relationships between vocal health condition as determined by the modified Voice Handicap Index (VHI) and self-report vocal health rating and (a) age, (b) gender, (c) years of teaching, (d) level of teaching, (e) vocal health education, and (f) fundamental frequency and intensity ranges of the voice as indicated by the voice range profile (VRP). This study also sought to determine the relationship between VRP, and age, gender, years of teaching, and level of teaching. Results indicate choral directors' vocal intensity range is significantly smaller than the trained and untrained populations, choral directors' minimum vocal intensity is significantly higher than the trained and untrained populations, and choral directors are able to produce significantly fewer semitones resulting in a smaller vocal frequency range than trained and untrained populations.
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Rowe, Fiona. "Building school connectedness : evidence from the health promoting school approach." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16233/2/Fiona_Rowe_Thesis.pdf.

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School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.
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Books on the topic "School: School of Health"

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McBride, Nyanda. Making schools healthy: Western Australian School Health Project. [Bentley, W.A.]: National Centre for Research into the Prevention of Drug Abuse, 1993.

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Butin, Dan W. School health centers. [Washington, DC]: National Clearinghouse for Educational Facilities, 2000.

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Creswell, William H. School health practice. 9th ed. St. Louis: Times Mirror/Mosby College Pub., 1989.

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Kutcher, Stan, Yifeng Wei, and Mark D. Weist, eds. School Mental Health. Cambridge: Cambridge University Press, 2015. http://dx.doi.org/10.1017/cbo9781107284241.

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Weist, Mark D., Kathleen B. Franke, and Robert N. Stevens, eds. School Behavioral Health. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3.

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1920-, Creswell William H., and Newman Ian M, eds. School health practice. 8th ed. St. Louis: Times Mirror/Mosby College Pub., 1985.

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M, Newman Ian, ed. School health practice. St. Louis: Mosby, 1993.

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Health and safety in schools. 2nd ed. Kingston upon Thames, Surrey: Croner Publications, 1993.

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Health and safety in schools. Kingston upon Thames: Croner Publications, 1991.

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Miller, David. Managing finance, premises and health & safety. New York, NY: Routledge, 2007.

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Book chapters on the topic "School: School of Health"

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Tones, Keith, Sylvia Tilford, and Yvonne Keeley Robinson. "School Health Education." In Health Education, 83–117. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-3230-3_4.

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Ness, Kathleen. "Health in School." In School Psychologists as Advocates for Social Justice, 112–20. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003348344-12.

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Power, Thomas J., Jennifer A. Mautone, Nathan J. Blum, Alexander G. Fiks, and James P. Guevara. "Integrated Behavioral Health: Coordinating Psychosocial and Pharmacological Interventions Across Family, School, and Health Systems." In School Psychopharmacology, 195–212. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15541-4_12.

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Collier, Tristan, and Victoria Rizzardi. "Improving School-wide Approaches in School Behavioral Health." In School Behavioral Health, 21–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3_3.

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Frascaroli, Francesca. "Women at School." In Health and Gender, 321–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15038-9_35.

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Bernstein, Seth B., Lauryn Young, Ameet N. Bosmia, Samantha N. Hartley, Cameron S. Massey, and Mark D. Weist. "Innovation in Schools : Expanded School Mental Health." In Current Trends and Legal Issues in Special Education, 174–90. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n12.

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Blair, Sommer C., Darien Collins, and Kathleen B. Franke. "Improving School Behavioral Health Quality." In School Behavioral Health, 47–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3_5.

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Hartley, Samantha N., and Carissa Orlando. "Enhancing Implementation Support for Effective School Behavioral Health." In School Behavioral Health, 59–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3_6.

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Atelsek, Linden, and Alex M. Roberts. "Youth with Connections to the Juvenile Justice System: A Priority Population for School Behavioral Health." In School Behavioral Health, 75–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3_7.

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Martinez, Samantha, Tara Kenworthy, Sommer C. Blair, Lee Fletcher, Yanfeng Xu, and Robert N. Stevens. "Addressing the Unique Needs of Children and Families Within the Child Welfare System." In School Behavioral Health, 95–106. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56112-3_8.

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Conference papers on the topic "School: School of Health"

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52
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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain, and Rafia Hossain. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.

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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63
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Faturachman, Fitra, Rena Latifa, Hesti Al Bastari, Risa Ratnasari, Ricky Firmansyah, Anne Octavia, Prasetyanto GF, Adang Addha, and Hena Rustiana. "Religious Resilient School: A Mental Health School Study." In Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.18-9-2019.2293417.

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Ng, Raymond. "Text analytics, health analytics." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168845.

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Umar, Ali, and Ivan Adhi Purbaya. "Implementation of School Health Unit in a Elementary School." In 1st International Conference of Physical Education (ICPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200805.005.

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Yusniawati, Yustina Ni Putu, and Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.

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ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24
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Šimčíková, Tereza, and Leona Mužíková. "Analysis of the projected curriculum of the educational field of Health Education." In Život ve zdraví 2021. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0076-2021-7.

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The Analysis of the projected curriculum of the educational field of Health education dealt with the current projected curriculum of Health education in connection with current conceptual materials. The main goal of the research was the analysis of school educational programs at selected elementary schools. The theoretical basis for this research was the curriculum, its forms and conducted researches on the curriculum. Then the research was based on the development of the field of Health education and projects and programs related to this educational field. It also contains basic methodological data on research, which focuses on the projected form of Health education curriculum evaluated based on a deeper analysis of school educational programs of selected elementary schools. At the end, the results are summarized and conclusions and recommendations especially for school practice are formulated. The acquired results show that the time allocation for Health education ranges from 1 to 4 hours per week, most schools teach Health education as a separate subject, almost all schools have all the thematic areas of Health education included and each school provides interdisciplinary relationships. The result of the presented research is the formulation of starting points for the improvement of Health education.
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Reports on the topic "School: School of Health"

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Loken, Katrine, Fanny Landaud, Rita Ginja, and Aline Bütikofer. School selectivity, peers, and mental health. The IFS, October 2021. http://dx.doi.org/10.1920/wp.ifs.2021.3421.

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Balén, Zabryna, Jenita Parekh, Andrea Vazzano, Hannah Lantos, and Jennifer Manlove. Developing a School-Based Health Educator Program to Connect Students to School-Based Sexual Health Services. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/8872l8116p.

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Conley, Dalton, and Diane Whitmore Schanzenbach. Invest in School-Based Health Centers to Improve Child Health. Milbank Memorial Fund, December 2020. http://dx.doi.org/10.1599/mqop.2020.1224.

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Mumah, Joyce. Strengthening school health programming in Nairobi City County. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1080.

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Austin, Wes, Garth Heutel, and Daniel Kreisman. School Bus Emissions, Student Health, and Academic Performance. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25641.

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Corman, Hope, and Stephen Chaikind. The Effect of Low Birthweight on the Health, Behavior, and School Performance of School-Aged Children. Cambridge, MA: National Bureau of Economic Research, July 1993. http://dx.doi.org/10.3386/w4409.

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Lovenheim, Michael, Randall Reback, and Leigh Wedenoja. How Does Access to Health Care Affect Teen Fertility and High School Dropout Rates? Evidence from School-based Health Centers. Cambridge, MA: National Bureau of Economic Research, February 2016. http://dx.doi.org/10.3386/w22030.

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Riise, Julie, Rita Ginja, and Signe A. Abrahamsen. School health programs: education, health, and welfare dependency of young adults. The IFS, July 2021. http://dx.doi.org/10.1920/wp.ifs.2021.2021.

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Mazin, Rafael, and Andrea Lynch. Health + Equality + School Engagement: Scenarios USA reinvents sex education. Population Council, 2014. http://dx.doi.org/10.31899/pgy4.1000.

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Dijkstra, Coosje, Sandra van der Haar, Geertje van Bergen, Ellen van Kleef, and Monique Vingerhoeds. Exploring the effects of a healthy school lunch on cognitive performance in Dutch primary school children within the Healthy School Lunch project. Wageningen: Wageningen Food & Biobased Research, 2020. http://dx.doi.org/10.18174/519945.

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