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Positive mental health and well-being for school-aged children have become key areas of research, with studies that show school climate and physical activity as being potentially modifiable correlates of these outcomes. As such, the purpose of this study was to examine the role school climate and physical activity play in the well-being and emotional problems of younger (elementary) and older (secondary) students. Using data obtained from the 2009/2010 administration of the Health Behaviour in School-aged Children (HBSC) survey, this study plotted the combined and independent roles of school climate and physical activity in the perceived emotional well-being and emotional problems of adolescents across Canada (N = *26,000 students, Grades 6-10). We ran a series of regressions to assess both the independent and combined influences of physical activity and school climate on (1) emotional well-being and (2) emotional problems. Our findings suggest that (1) there is no significant effect of grade, (2) for emotional well-being, both physical activity and school climate contribute significantly and relatively equally and independently, (3) for emotional problems, physical activity and school climate have independent but differential contributions, (4) physical activity and school climate are more predictive of emotional well-being than of emotional problems. In conclusion, school climate and physical activity are potentially modifiable factors for school settings and could potentially be targeted to facilitate emotional well-being and reduce emotional problems in young people.

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In September 2016, Queen’s University launched the first, fully online, 4-year Bachelor of Health Science degree program in Canada. This paper reports on the developmental structure, implementation philosophy, and challenges in the development of this competency-based program. All stakeholders directly involved in program development were invited to participate in this qualitative case study. Thirty-five interviews and three focus groups (n=14) were conducted. Interviews and focus groups were transcribed verbatim and data were analyzed using thematic design. Themes included: program vision; desired program outcomes; administrative processes for funding and recruitment; uniqueness of the program; local, regional and international impact of the program; communication and collaborations for program development; and uncertainty in long term outcomes. Findings suggest that during program development, an explicit vision of program goals encouraged buy-in at most levels of the university. There was consensus that the overarching outcome should be to provide a rigorous, high quality program with pathways to professional, basic science, global health and advocacy-based health professions. The online modality was expected to improve accessibility to degree programs, as well as address diverse student learning needs. Innovation played a vital role in the program’s development and was founded in educational theory and curriculum development practices.