BACKGROUND Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school‐based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school‐based health interventions documenting changes in community engagement. METHODS Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987–2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. RESULTS The search identified 9 studies addressing community as an outcome of school‐based health interventions; types of partnership mechanisms and partners' roles were classified. CONCLUSIONS Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.

Artistic sensibility is defined in this work as the sensitivity and capacity to appreciate and act upon concerns of or pertaining to art and its production. This article contends that artistic sensibility is inherent to research. This contention is supported through three points which reveal a fourth: (1) Research requires dissemination. (2) Dissemination requires representation. (3) Representation requires artistic sensibility. These three points considered in conjunction illustrate a fourth: (4) Research requires artistic sensibility. This argument has implications for research venues, evaluations of research, and the preparation of researchers in all research disciplines. Namely, certain tenets of arts-based research may be applied to a much broader array of research methodologies. Identifying, honoring, and harnessing artistic sensibility in research has the potential to improve research products and enrich discourse.

This article suggests a framework for evaluating and implementing environmental education (EE) curricula in hopes of furthering EE as a mode of living to be embodied, rather than as a subject to be learned. We argue that the current iterations of EE in K-12 schools stand to benefit by attending to Dewey's criteria for educative experience: continuity and interaction. Through an analysis of current literature on EE with a comparative analysis of a study of ecologically minded teachers, we discerned three hallmark qualities of ecological mindedness: ecological care, interconnectedness, and ecological integrity. These qualities are both characteristics of the experience as well as sensibilities developed by those engaged in the experience. We argue that ecological mindedness provides the possibility for educative experiences in K-12 curriculum, and we include vignettes and interviews that illustrate such possibilities.

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