Implementation of a Coordinated School Health Program in a Rural, Low‐Income Community

Abstract

The process by which the Stafford school district modified and implemented CSHP methods can serve as a model for CSHPs in other rural, high-need areas.

Variation in School Health Policies and Programs by Demographic Characteristics of US Schools, 2006

“…Today, a coordinated school health approach focuses on integrating health promotion efforts across the 8 interrelated components and has been associated with a variety of positive academic and behavioral outcomes. 2,3 Although coordinated school health has become the recommended model, the actual implementation of health policies and programs varies widely among schools and districts and is influenced by many factors, including financial considerations, size of the student population, staff availability, and geographic location. 4−6 Traditionally, the primary source of information about the relationship between school or district characteristics and school health policies and programs comes from studies that address 1 of the 8 components of the coordinated school health model.…”

Constraints on the performance of school-based dental program in Yogyakarta, Indonesia: A qualitative study

“…20 Reactivation of good oral health behaviour in school by promoting oral health supported by healthy environment in school and good connections with parents may also become an initial step for tackling the boundaries. 21 The curative orientation which was blamed as one of the causes of increasing caries is common in developing countries and indicated as the most significant barriers in reducing caries in children. 22 Achieving oral health, which should be the goal, should not be meant as oral treatment.…”

Impact of a pilot pharmacy health-care professional out-of-school time physical activity and nutrition education program with exercise on fourth and fifth graders in a rural Texas community

“… 23 – 25 US rural populations have shown benefit from the implementation of school-based intervention programs. 26 – 30 Rural communities may be limited in providing school-based programs due to limited resources. Out-of-school time (OST) programs in rural communities offer supervised activities that may assist with personal, academic, and recreational development within rural communities with insufficient resources.…”