Journal articles: '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 goodâ€ both in public and private vocational schools.

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Omar, Naureen, Rameeshey Khan, Faizan Farooq, Humera Karim, Muhammad Ayoub, and Ushna Habib. "HEALTH CARE FACILITIES AT SCHOOL." Professional Medical Journal 22, no. 12 (December 10, 2015): 1546–49. http://dx.doi.org/10.29309/tpmj/2015.22.12.802.

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Schools should pertain to a comprehensive system to deal with day to dayemergencies, as children spend more than six hours at school and are liable to suffer frominjuries and illnesses. Objectives: This study was conducted with the objective of assessingthe experiences of students regarding healthcare management especially first aid patterns atschool. Study Design: Cross sectional study. Setting: Study was conducted on 50 studentsenrolled from ten identified public and private schools of Lahore Period: Six months. Methods:In depth interviews were conducted on students from classes 6-10 who had suffered from aninjury or illness during school hours within the last six months. Results: In these 50 studentsthe most common injury were fractures and dislocations (15), most common illness was fever(19). Majority (41) were managed at schools with a first aid facility and provision of sick rooms(28). Teachers were the main healthcare providers in private schools (17), as compared topublic schools (9). Lack of properly trained health professionals was observed; only 7 out of 50schools had employed nurses. Health education regarding hand washing, personal hygiene,dengue prevention was being provided in (45) schools. Conclusion: This study highlights theimportance of provision of first aid services at school and the need to train teachers regardingbasic life support. Implementation of the existing school health program needs to be emphasizedin all schools of Lahore.

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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (March 24, 2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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Fox, T. K., M. G. Rankin, S. S. Salmon, and M. S. Stewart. "How schools perceive the school health service." Public Health 105, no. 5 (September 1991): 399–403. http://dx.doi.org/10.1016/s0033-3506(05)80600-6.

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Alexander, Bree. "Public School Trauma Intervention for School Shootings: A National Survey of School Leaders." International Journal of Environmental Research and Public Health 18, no. 15 (July 21, 2021): 7727. http://dx.doi.org/10.3390/ijerph18157727.

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Trauma intervention in United States’ (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings. Furthermore, public schools use a variety of strategies to address trauma, but teachers, guidance counselors, and administrators were often unsure about the effectiveness of these trauma interventions in the event of school shootings. Implications for findings suggest methods to enhance next steps in the area of trauma response to school shootings.

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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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Winland, Julie, and Amy Shannon. "School Staff’s Satisfaction With School Health Services." Journal of School Nursing 20, no. 2 (April 2004): 101–6. http://dx.doi.org/10.1177/10598405040200020801.

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The School Nurse Impact Committee of the Columbus Public Schools in Columbus, Ohio, initiated a survey to determine staff satisfaction with the delivery of health services. School nurses need the cooperation and support of the staff to successfully deliver school health services, therefore, the staff’s satisfaction with school health services is crucial to the school nurses’ ability to fulfill their role. The objectives of the survey were to (a) determine staff satisfaction with school nurse interventions, (b) determine staff satisfaction with the effectiveness of interventions, (c) identify areas of health service delivery which may need improvement, and (d) determine areas of school health services where school nurses may need to more effectively communicate their involvement. Critical elements of school nurse practice included staff health, safety and environment, classroom education, medication, school system collaboration, and program management. Several key issues were identified through the survey. School system collaboration issues need more school nurse involvement. School nurses also need to improve their visibility regarding school system collaboration, and in classroom and individual pupil education. Traditional school nurse functions were adequately covered. Results indicate that staff would be more satisfied if they had more nursing support in the classroom and more nurse time in their building.

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Brener, Nancy D., Laura Kann, Tim McManus, Beth Stevenson, and Susan F. Wooley. "The Relationship Between School Health Councils and School Health Policies and Programs in US Schools." Journal of School Health 74, no. 4 (April 2004): 130–35. http://dx.doi.org/10.1111/j.1746-1561.2004.tb06616.x.

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Apple, Rima D. "School health is community health: school nursing in the early twentieth century in the USA." History of Education Review 46, no. 2 (October 2, 2017): 136–49. http://dx.doi.org/10.1108/her-01-2016-0001.

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Purpose The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced. Design/methodology/approach This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work. Findings In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities. Originality/value Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.

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Kwak, Seon-Hui, Hyo-Jin Lee, and Bo-Mi Shin. "Do School-Level Factors Affect the Health Behaviors of High School Students in Korea?" International Journal of Environmental Research and Public Health 19, no. 2 (January 10, 2022): 751. http://dx.doi.org/10.3390/ijerph19020751.

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We conducted a multilevel analysis to identify the individual- and school-level factors that affect Korean high school students’ tooth brushing, soda intake, smoking, and high-intensity physical activity. We sampled 27,919 high school students from the 15th Korea Youth Risk Behavior Web-Based Survey. The individual-level variables included demographic, socioeconomic, and health-related factors. The school-level variables included school system and school type. Regarding the individual-level factors, economic level and academic performance had a significant effect on health behavior when the demographic variables were adjusted. In the final model, the school-level factors had a significant effect on health behavior. The odds ratio (OR) of brushing less than twice a day in vocational schools compared to general schools was 1.63 (p < 0.001), and the OR of soda intake more than three times a week in vocational schools was 1.33 (p < 0.001). In addition, the OR of smoking in vocational schools was 2.89 (p < 0.001), and the OR of high-intensity physical activity in vocational schools was 0.80 (p < 0.001). Therefore, both individual- and school-level factors affect Korean students’ health behaviors. A school-based comprehensive health promotion strategy should be developed that considers schools’ characteristics to equip all students with health awareness, regardless of socioeconomic status.

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Ubudiyah, Masunatul, Nursalam Nursalam, and Tintin Sukartini. "Middle School Students’ Perception on a Health Promoting School to Prevent Bullying: A Qualitative Study." Jurnal Ners 16, no. 1 (January 17, 2021): 6. http://dx.doi.org/10.20473/jn.v16i1.23399.

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Introduction: Bullying at school is an old phenomenon in the adolescent group. Despite massive prevention programs, it has not yet resolved by teachers and schools, and this also can affect school climate aspects. The aim of this study was to explore students’ perceptions who are being bullying victims about health promoting schools to prevent bullying at school.Methods: This study used a qualitative case study design. The research sample was 18 middle school students in grades 8 and 9 in East and West Surabaya. A sample was recruited through snowball sampling. Interview guidelines were used to collect the data through in-depth interviews. The data were subjected to thematic analysis.Results: Middle school students identified three main requirements related to prevent bullying were health education, health services, and healthy school environment. These themes were found among the participants with a bullying victim’s history.Conclusion: Health education, health services, and healthy school environment are the theme for preventing bullying cases at school. To prevent bullying requires collaboration from various parties, such as students, teachers and school policy makers to be able to apply the rules while in school.

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Anwar-McHenry, Julia, Robert John Donovan, Amberlee Nicholas, Simone Kerrigan, Stephanie Francas, and Tina Phan. "Implementing a Mentally Healthy Schools Framework based on the population wide Act-Belong-Commit mental health promotion campaign." Health Education 116, no. 6 (October 3, 2016): 561–79. http://dx.doi.org/10.1108/he-07-2015-0023.

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Purpose Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues. Design/methodology/approach A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011. Findings The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands. Originality/value Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.

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Matela, Hema, Akhila Nair, Purva Sharma, Surabhi Singh Yadav, and Kavitha Menon. "Nutritional Quality of Canteen Foods and Knowledge, Attitude and Practice of Food Handlers in Health Promoting and Non-Health Promoting Private Secondary Schools of Pune City." Current Developments in Nutrition 6, Supplement_1 (June 2022): 142. http://dx.doi.org/10.1093/cdn/nzac051.058.

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Abstract Objectives To assess the nutritional quality of foods served in school canteens and Knowledge, Attitude and Practices of food handlers in Health Promoting and Non-Health Promoting Private Secondary Schools of Pune City, India. Methods A cross-sectional study was conducted in school canteens of the private secondary schools, Pune City. Out of 316 private schools in the city, 32 private secondary schools with on-campus canteen facilities. All food handlers (n = 64) directly involved in food service were interviewed. Data collected included information on different types of foods served in the school canteens, food safety, sanitation and hygiene practices in the school canteens (a scorecard was prepared using FSSAI guidelines to assess school canteens' food safety, Sanitation and Hygiene of school canteens), and knowledge, attitude and practice (KAP) of food handlers on food quality, food safety and Food Safety and Standards Authority of India's (FSSAI) guidelines (a structured pre-tested questionnaire). The nutritional quality of foods served in school canteens was assessed using High Fat Sugar and Salt (HFSS) cut-offs of the FSSAI as healthy and unhealthy. Results Out of 32 schools, 25 were Non-Health Promoting (NHPS), and seven schools followed Health Promoting (HPS) concept. HPS had significantly higher provision for healthy food items than non-HPS (87.4% vs 46.2%; p < 0.001). The HPS effectively reduced high-fat foods from the menu (p = 0.03), however reduction in sugar and salt products was not sufficient. Food handlers from the HPS category had higher knowledge to identify healthy foods from the school menu (p < 0.001) and had a better attitude towards healthy foods for school children (p ≤ 0.04). There was no significant difference in food safety practices of food handlers; however, HPS followed safer methods for serving foods (p < 0.001). A few participants from both the school categories had attended any nutrition training program for food handlers (30% for HPS vs 25% Non-HPS; p = 0.68). Conclusions A few private secondary schools implemented the HPS initiative in Pune City, which positively influenced the school food environment by introducing healthy foods and improved attitudes among food handlers towards healthy foods in school canteens. Funding Sources The study was not funded.

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Mauti, Joy, Isabel Mank, Jan-Walter De Neve, Guillaume Alfred Gyengani, Paul-André Somé, Sachin Shinde, Wafaie Fawzi, Till Bärnighausen, and Alain Vandormael. "The Food and Health Environment in Junior Secondary Schools in Urban Burkina Faso: A Cross-Sectional Study of Administrators, Food Vendors and Early Adolescents." International Journal of Environmental Research and Public Health 18, no. 23 (December 1, 2021): 12689. http://dx.doi.org/10.3390/ijerph182312689.

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School enrolment rates have increased globally, making the school environment a unique setting to promote healthy nutrition and eating outcomes among early adolescents. In this cross-sectional study, we describe the food and health environment of junior secondary schools in Ouagadougou (Burkina Faso, West Africa). We evaluated the food and health environment using three components: (1) the implementation of health-related policies or guidelines in the schools, (2) the provision of health, nutrition and water, sanitation & hygiene (WASH) services in the schools, and (3) the quality of the school food environment, including foods sold by vendors. We used stratified random sampling to recruit 22 junior secondary schools from the five Ouagadougou districts in 2020. Trained fieldworkers collected standardized questionnaire data from 19 school administrators, 18 food vendors, and 1059 in-school adolescents. We report that only 7 out of 19 school administrators were aware of existing health-related policies and guidelines at their school and only 3 schools had a school health and nutrition curriculum in place. The overall provision of health, nutrition and WASH services was low or inadequate. Likely because of the lack of school canteens, 69% of the students bought snacks and unhealthy foods from food vendors. There is a critical need to improve the food and health environment of junior secondary schools in urban Burkina Faso.

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Kirchhoff, Sandra, Kevin Dadaczynski, Jürgen M. Pelikan, Inge Zelinka-Roitner, Christina Dietscher, Uwe H. Bittlingmayer, and Orkan Okan. "Organizational Health Literacy in Schools: Concept Development for Health-Literate Schools." International Journal of Environmental Research and Public Health 19, no. 14 (July 20, 2022): 8795. http://dx.doi.org/10.3390/ijerph19148795.

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(1) Background: Health literacy is considered a personal asset, important for meeting health-related challenges of the 21st century. Measures for assisting students’ health literacy development and improving health outcomes can be implemented in the school setting. First, this is achieved by providing students with learning opportunities to foster their personal health literacy, thus supporting behavior change. Second, it is achieved by measures at the organizational level promoting social change within the proximal and distal environment and supporting the school in becoming more health-literate. The latter approach is rooted in the concept of organizational health literacy, which comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders. The HeLit-Schools project aims to develop the concept of health-literate schools, describing aspects that need to be addressed for a school to become a health-literate organization. (2) Method: The concept development builds on existing concepts of organizational health literacy and its adaptation to the school setting. (3) Results: The adaptation results in the HeLit-Schools concept describing a health-literate school with eight standards. Each standard depicts an area within the school organization that can be developed for fostering health literacy of school-related persons. (4) Conclusions: The HeLit-Schools concept offers an approach to organizational development for sustainably strengthening health literacy.

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Holttum, Sue. "School inclusion for children with mental health difficulties." Mental Health and Social Inclusion 19, no. 4 (November 9, 2015): 161–68. http://dx.doi.org/10.1108/mhsi-08-2015-0030.

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Purpose – The purpose of this paper is to highlight research on the exclusion from school of children with disabilities, and especially those identified as experiencing emotional disturbance. Two studies of schools that are inclusive are then described in order to examine how they achieve good results. Design/methodology/approach – Three papers are summarized. The first examines things that predict children with disabilities being excluded from school, including characteristics of children and of schools. The second is a qualitative study of four English schools involved in a national programme aimed at improving children’s mental health. The third is a case study of one American school identified for its high inclusivity and excellent educational results. Findings – In the first study, children with emotional disturbance, and African-American children were most likely to be excluded from school. The study of four English schools suggested that implementation of the national programme was variable but leadership and planning seemed vital, as well as whole-school commitment. The high-performing inclusive American school had whole-school commitment, high quality planning alongside flexibility, on-going further training for teachers, and close pupil tracking. Originality/value – The study of school exclusion was the first to examine children and schools together, as well as different disabilities and ethnicity. The study of English schools highlights the experiences of those directly involved in implementing a national programme to promote children’s mental health. The study of a high-performing inclusive school in America discovered much in common with inclusive high-performing schools in England, suggesting that some practices can be identified across the two cultures that aid successful inclusion of children with disabilities including mental health difficulties.

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Percy, Melanie S. "School Health." Journal for Specialists in Pediatric Nursing 11, no. 3 (July 2006): 207–10. http://dx.doi.org/10.1111/j.1744-6155.2006.00069.x.

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Percy, Melanie S. "School Health." Journal for Specialists in Pediatric Nursing 11, no. 4 (October 2006): 264–66. http://dx.doi.org/10.1111/j.1744-6155.2006.00081.x.

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Percy, Melanie S. "School Health." Journal for Specialists in Pediatric Nursing 12, no. 1 (January 2007): 66–68. http://dx.doi.org/10.1111/j.1744-6155.2007.00092.x.

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Foley, Marie. "School Health." Journal for Specialists in Pediatric Nursing 12, no. 2 (April 2007): 128–31. http://dx.doi.org/10.1111/j.1744-6155.2007.00103.x.

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Ladwig, Renee Joanne, and Kim Anderson Khan. "School Health." Journal for Specialists in Pediatric Nursing 12, no. 3 (July 2007): 210–12. http://dx.doi.org/10.1111/j.1744-6155.2007.00114.x.

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Widiati, Sri, Al Supartinah Santosa, Yayi Suryo Prabandari, and Johana Endang Prawitasari. "Oral health status of elementary-school children varied according to school they attended." Dental Journal (Majalah Kedokteran Gigi) 49, no. 3 (September 30, 2016): 163. http://dx.doi.org/10.20473/j.djmkg.v49.i3.p163-167.

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Background: Oral health has been promoted in elementary school. Oral health status is worsening among children aged 12 in Indonesia. Schools are an ideal social environment where dental health promotion strategies could be implemented to improve children’s oral health and to develop lasting good oral health behavior. Purpose: This study aimed to determine the association of sex, age, oral health behavior (tooth brushing practice, eating sweets and snacks, and routine dental health care visit) and family support, with oral health status among elementary school-children. Method: A school-based survey was carried out in 45 public elementary schools served by15 community health centers in Sleman, Yogyakarta. All fifth grade students (a total of 1191 students) in the schools were recruited as study participants after informed consent being given to parents. Questionnaires on health behavior and family support were administered to students, and examinations for OHIS and DMF-T were conducted by trained research assistants. Regression analyses (with R) were performed to identify whether sex, age, oral health behavior, family support and schools were significant determinants of oral health. Result: Females had higher DMF-T compared to males (1.93 vs 1.56), older children showed higher DMF-T. Effects oral health behavior and family support on OHIS and DMF-T were not significant after adjusting for school. School was significantly associated with OHIS and DMF-T. Conclusion: Sex and age were determinants of DMF-T. Oral health behavior and family support were not associated with OHIS and DMF-T. School was a consistent predictor of OHIS and DMF-T. School-based programs, especially targeted to certain schools with worse oral health, should be strengthened.

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Cowell, Julia Muennich. "Population Health: School Health Services and School Nursing." Journal of School Nursing 34, no. 1 (January 16, 2018): 10. http://dx.doi.org/10.1177/1059840517748720.

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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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Morriss, Mary, Susan Mann, and Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships." Australian Journal of Primary Health 6, no. 2 (2000): 102. http://dx.doi.org/10.1071/py00024.

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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.

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Ryst, Erika, and Shashank V. Joshi. "Collaboration with Schools and School-Based Health Centers." Child and Adolescent Psychiatric Clinics of North America 30, no. 4 (October 2021): 751–65. http://dx.doi.org/10.1016/j.chc.2021.07.004.

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Wiley, David C., Gay James, Judy Jonas, and E. Dee Crosman. "Comprehensive School Health Programs in Texas Public Schools." Journal of School Health 61, no. 10 (December 1991): 421–25. http://dx.doi.org/10.1111/j.1746-1561.1991.tb05989.x.

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Velsor-Friedrich, Barbara. "Schools and health, Part II: School-based clinics." Journal of Pediatric Nursing 10, no. 1 (February 1995): 62–63. http://dx.doi.org/10.1016/s0882-5963(05)80103-4.

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Persson, Louise, and Katarina Haraldsson. "Health promotion in Swedish schools: school managers' views." Health Promotion International 32, no. 2 (October 11, 2013): 231–40. http://dx.doi.org/10.1093/heapro/dat073.

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Fritsch, Kathleen, and Karen A. Heckert. "Working Together: Health Promoting Schools and School Nurses." Asian Nursing Research 1, no. 3 (December 2007): 147–52. http://dx.doi.org/10.1016/s1976-1317(08)60017-1.

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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.

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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.

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Hameed, Sadaf, M. Bashir Khan, and Naveed Yousaf Sandhu. "Bridging Health and Education via School Health Education in Pakistan: A Case Study of Rawalpindi." Journal of Hunan University Natural Sciences 49, no. 8 (August 30, 2022): 85–91. http://dx.doi.org/10.55463/issn.1674-2974.49.8.11.

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Health and education are two important sectors that can determine a country’s development. Pakistan is a developing nation that has invested a lot of money in providing its people with better health and educational facilities. It is better to provide awareness among citizens to take care of their health rather than huge investments in curing the diseases. Students’ health has a positive impact on their learning abilities, and once they are aware of the healthy habits taught in schools, they can become healthy students and can achieve better in academics. The main purpose of this research is to examine the status of health education in public schools and to locate the ways through which health is promoted, via schools as a platform. The study examined five different elements of school health education: Personal Health and Life skills, Healthy school environment, Health and Nutrition Services, Disease control and prevention, School-community Partnership. The quantitative research method was employed using a survey strategy of school teachers. The study depicts the prevalence of health education components, with varying degree, in both primary and secondary schools. The Independent sample t-test was used to analyze the variances and mean differences between the groups. The statistics have shown that in urban and rural areas, schools undergo similar practices regarding health education. A separate policy to bridge health and education in the form of school health education has been recommended to provide the basic guidelines for the authorities to take actions to foster students’ learning capabilities.

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Lear, Julia Graham, Elizabeth A. Barnwell, and Donna Behrens. "Health-Care Reform and School-Based Health Care." Public Health Reports 123, no. 6 (November 2008): 704–8. http://dx.doi.org/10.1177/003335490812300606.

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There is growing recognition that health and health care at school can significantly impact children's health. From childhood obesity interventions to new immunization mandates, schools are at the forefront of child health discussions. The 2008 presidential campaign and the renewed focus on health-care reform raise the possibility that in 2009 school health will play a larger role in health policy conversations than previously. This article explores the proposition that both school health and national health policy will benefit from closer attention to the role of school health within the U.S. health system. It offers a Maryland case study to suggest both the opportunities and operational challenges of linking school health to the larger community health system.

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Hewitt, Gillian, Joan S. Roberts, Adam Fletcher, Graham Moore, and Simon Murphy. "Improving young people's health and well-being through a school health research network: Reflections on school–researcher engagement at the national level." Research for All 2, no. 1 (January 25, 2018): 16–33. http://dx.doi.org/10.18546/rfa.02.1.03.

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The School Health Research Network is a policy–practice–research partnership established in Wales in 2013. The network aims to: provide health and well-being data for national, regional and local stakeholders, including schools; co-produce school-based health improvement research for Wales; and build capacity for evidence-informed practice in the school health community. School-focused engagement activities include providing member schools with bespoke Student Health and Well-being Reports, hosting school health webinars, producing schoolfriendly research briefings and holding annual events for schools. The network's model for co-producing research with schools is described and its impacts on schools is explored. These include more efficient recruitment of schools to research projects, school involvement in intervention development, schools beginning to embed evidence-informed practice by using their Health and Well-being Reports and other network resources, and securing funding to evaluate innovative health and well-being practices identified by schools. Drawing on the transdisciplinary action research (TDAR) literature, the article reflects on how TDAR principles have underpinned the progress of the network. The concept of reciprocity in the co-production literature, and its relevance to engagement with schools, is also explored, along with the network's contribution to our understanding of how we can build sustainable co-production at large scale in order to generate nationallevel action and benefit.

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JABBOUR, Khayrazad Kari. "AN EXPLORATORY STUDY OF THE CRITICAL NEED FOR SCHOOL HEALTH PROGRAMS IN LEBANON." Periódico Tchê Química 12, no. 24 (January 20, 2013): 54–64. http://dx.doi.org/10.52571/ptq.v11.n20-21.2013.54_periodico20e21_pgs_54_64.pdf.

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Schools play a vital role in establishing healthy behavior patterns among young people which carry these patterns into adulthood. This article explores and collects information about school health programs and health practices in Lebanese schools. The investigation goal is to provide baseline information to school policy makers, administrators, and educators as they plan and implement coordinated school health policies and educational programs that can promote healthy behaviors among the Lebanese youth. Data for the study was obtained from extensive literature reviews and questionnaire surveys of school principles; in addition, interviews were added to the data results. The survey was conducted in the spring of year 2013.

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Bartrina, Javier Aranceta, and Carmen Pérez-Rodrigo. "Resources for a healthy diet: school meals." British Journal of Nutrition 96, S1 (August 2006): S78—S81. http://dx.doi.org/10.1079/bjn20061705.

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School meals have changed during the last decades. The traditional service style with on-site food preparation has shifted towards catering delivery services. Vending machines, school cafeterias and other ways of food distribution are widely used in many schools, particularly in secondary schools. From a health promotion approach, the quality and quantity of food and beverages consumed while in school have an enormous potential impact on the health and well-being of young people. Most children spend a significant part of their lives in school. Additionally, school meals supply 30–35 % of daily energy intake and provide an important contribution to nutrient intake. School life is a critical period in the acquisition and practice of healthy behaviours. Environmental interventions in schools, to increase availability and access to healthy foods such as fruit and vegetables, have proved to be effective. School meals should make high-quality foods available which allow nutrient requirements to be met, consistent with dietary guidelines and offering a positive nutritional experience. School meals should be part of the educational process in the life of the school.

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Kulinna, Pamela Hodges, Timothy Brusseau, Donetta Cothran, and Catrine Tudor-Locke. "Changing School Physical Activity: An Examination of Individual School Designed Programs." Journal of Teaching in Physical Education 31, no. 2 (April 2012): 113–30. http://dx.doi.org/10.1123/jtpe.31.2.113.

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This study guided by a health ecology conceptual framework evaluated four “bottom-up” Physical Activity (PA) interventions with school personnel planning for their own health ecology with state level support for one year. Students (N = 616) were from four schools in the Southwestern USA in the 3rd-8th grade. Participants had various ethnic backgrounds (e.g., Hispanic 44%, Caucasian 43%) and wore a pedometer for five school days pre/post intervention. Teacher and school level data were also reported by schools. Program components varied across the four intervention sites. Paired samples t test results showed that three of the four intervention schools significantly increased both school day and 24 hr PA. School personnel reported significantly more favorable results at post test for nurse visits, student absences, and classroom teachers’ use of PA breaks. Using a health ecology lens, when schools develop their own PA intervention and have “buy in” from staff, significant increases in PA are attainable.

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Sklaire, Martin W., and Thomas K. McInerny. "The Role of the Pediatrician in School Health." Pediatrics In Review 12, no. 3 (September 1, 1990): 69–70. http://dx.doi.org/10.1542/pir.12.3.69.

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Education and health are mutually dependent. If the child is not healthy, then he or she cannot be educated due to increased absenteeism. If the child is a failure in school, lack of self-esteem affects health and the relationship to the family and community. School health programs exist to support the education process. Most schools require that these programs be directed by a physician. Because of his or her training and interest in school children, the pediatrician thus takes on the responsibility of planning a school health program or acting as a liaison between the school, the child, and the family.1 SCHOOL HEALTH PROGRAM Administration and Planning

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Hameiri, Lior, and Adam Nir. "Perceived uncertainty and organizational health in public schools." International Journal of Educational Management 30, no. 6 (August 8, 2016): 771–90. http://dx.doi.org/10.1108/ijem-05-2014-0060.

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Purpose – Public schools operate in a changing and dynamic environment evident in technological innovations, increased social heterogeneity and competition, all contributing to school leaders’ uncertainty. Such changes inevitably influence schools’ inner dynamic and may therefore undermine schools’ organizational health. School leaders have a crucial role in buffering these external influences and promoting schools’ organizational health. The purpose of this paper is to assess the role transformational school leaders play in mediating the relationship between perceived environmental uncertainty and schools’ organizational health in a context characterized by uncertainty and instability which follow political instability. Design/methodology/approach – The researchers administered questionnaires to 954 teachers coming from 191 randomly sampled public elementary schools in Israel. Findings – Results indicate a negative impact that perceived environmental uncertainty has on schools’ organizational health evident in the degree of academic emphasis and staff affiliation with the school, in the school’s institutional integrity, and in the principal’s ability to both secure resources for the school and demonstrate collegiality toward teachers. Findings also show that transformational school principals are able to moderate the negative impact environmental uncertainty has on schools’ organizational health. Originality/value – The findings validate the growing uncertainty characterizing the environment in which public schools operate. They further strengthen existing knowledge on the transformational leadership style in light of its unique capacity to buffer negative external influences imposed on schools and maintain their organizational health.

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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.

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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.

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Neuroth, Lucas M., Ming Ma, Ashley Brooks-Russell, and Motao Zhu. "The Relationship of School Start Times, Sleep Duration and Mental Health among a Representative Sample of High School Students in Colorado, 2019." International Journal of Environmental Research and Public Health 18, no. 11 (May 26, 2021): 5708. http://dx.doi.org/10.3390/ijerph18115708.

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This cross-sectional study utilized responses from 46,537 students enrolled in grades 9 through 12 in 166 high schools across the state of Colorado via the 2019 Healthy Kids Colorado Survey to: (1) quantify the association between high school start times and student sleep duration and (2) investigate the associations between school start times and student mental health. Descriptive and bivariate analyses were used to investigate associations between school start times and self-reported demographic, sleep, and mental health factors. Survey-weighted multivariate regression modeling was used to investigate associations between school start times, sleep duration, and mental health. Schools with late start times (≥8:30 a.m.) saw 32.2% (95% Confidence Interval: 29.5–35.0) of students sleeping 8 h or more relative to 23.2% (22.0–24.4) in schools with very early start times (<8:00 a.m.). For every 15 min later school start time, students’ sleep duration was 4.6 (3.4–5.9) min longer. Students attending schools with very early start times had 1.10 (0.95–1.27) times the odds of attempting suicide compared to those attending schools with later start times, while students at schools with early starts (8:00–8:29 a.m.) were associated with 1.11 (0.98–1.27) times the odds. Schools with later school start times had a statistically significantly higher proportion of students sleeping 8+ hours. Schools with start times before 8:30 a.m. had 10–11% higher odds of students attempting suicide compared to schools with late start times, though these differences were not statistically significant. Student mental health should continue to be investigated when assessing the potential impacts of delayed school start times.

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

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