Whole School Approach: Connecting Schools to Community Resources to Enhance School Health

Olson, Timothy M.; Hegbloom, Callie; Egan, Cate A.

doi:10.1080/07303084.2020.1866721

Cited by 5 publications

(6 citation statements)

References 17 publications

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“…51 By taking a whole school approach where health promotion initiatives are integrated into school culture, sustainability of school-based sleep promotion is viable as the whole school is actively engaged in the initiative. 52 Research examining CSH has demonstrated effectiveness at improving student's physical activity and healthy eating. 21,23,53,54 However, sleep is underrepresented in CSH research despite being included in the 24-hour movement guidelines for children and youth.…”

Section: Discussionmentioning

confidence: 99%

“Your Kid Has Potential, But They Need Sleep”: Teacher Perspectives on School‐Based Sleep Promotion in Alberta, Canada

Mellon,

Montemurro,

Sulz

et al. 2024

Journal of School Health

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BACKGROUNDInsufficient sleep is a growing public health concern. Thirty percent of Canadian children and youth are not meeting national sleep recommendations. Inadequate sleep can negatively influence students' academics and physical and psychosocial health. Schools have been identified as ideal health promotion settings to influence children's health including their sleep behaviors. The objective of this study was to explore teachers' perspectives on sleep behaviors and their role in school‐based sleep promotion.METHODSNineteen elementary teachers were purposively sampled from the greater Edmonton area, Alberta, Canada. Interpretive description was used as the guiding method, and data were generated through one‐on‐one semi‐structured interviews. Inductive descriptive thematic analysis was used to identify interview themes.RESULTSThree themes related to teachers' perspectives on sleep behaviors and school‐based sleep promotion were identified: the importance of students' sleep, prioritizing sleep as part of teaching and learning, and a culture of healthy sleep habits.CONCLUSIONSThis study found that teachers considered sleep to be essential for elementary students' academic success and wellbeing, and a whole school approach was necessary to support a healthy sleep culture in schools.

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Section: Discussionmentioning

confidence: 99%

“Your Kid Has Potential, But They Need Sleep”: Teacher Perspectives on School‐Based Sleep Promotion in Alberta, Canada

Mellon,

Montemurro,

Sulz

et al. 2024

Journal of School Health

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“…All 24 action plans developed as part of the CoW programme included an element of community engagement to support implementation and sustainability. From our perspective, this element was crucial to ongoing success as research has shown working with the community is an essential feature of the WSCC model (Olson et al, 2021; Pittman et al, 2020). Despite activities being disrupted by the COVID-19 pandemic, PRO Wellness was able to work with school representatives to adapt programmes and initiatives to engage with the new learning environment (via in-person, remote and hybrid forms of teaching and learning).…”

Section: Discussionmentioning

confidence: 99%

Investigating the effectiveness of an adapted professional development model in the adoption of school wellness initiatives

Pattison

Costigan

Keller

et al. 2022

Health Education Journal

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Objective: This study investigated the efficacy of a two-component professional development approach to improving school wellness in Pennsylvania secondary schools. Design: Circle of Wellness (CoW), a year-long, two-phase programme, involved providing Whole School, Whole Community, Whole Child (WSCC) workshops to Pennsylvania school staff and administrators, followed by personalised technical assistance to facilitate the implementation of wellness initiatives. Setting: The workshops were provided in-person, with follow-up technical assistance (e.g. phone calls, zoom meetings, real-time editing sessions via Google Drive) delivered remotely. Method: Workshops featured expert presentations, activity stations, and physical resources to meet all 10 components of the WSCC model. After workshop completion, research staff provided support to promote school staff adoption of a wellness action plan grounded in WSCC components. Participants then completed post-programme evaluations rating satisfaction and success with the implementation of their action plans. Results: In a final programme evaluation, 70% of the respondents reported bringing about healthy changes as a result of participating in the CoW programme ( n = 28). In addition, 100% of the school representatives reported that attending the workshop and participating in the programme were a worthwhile experience ( n = 40). Conclusion: Professional development opportunities such as the CoW, which includes follow-up guidance and resources, were well received by school staff, and the understanding gained through participation in such programmes contributed to the sustainability of wellness initiatives.

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“…Research supports this directing of community healthcare resources because children with higher rates of CHCs are more likely to live in poverty and underserved communities (Jones et al, 2022;McCabe et al, 2020;Noonan et al, 2020;Olson et al, 2021). Therefore, it is essential to understand the role and types of services SBHCs provide for children with CHCs in the communities where they are located.…”

Section: Funding Policy Issues and The Importance Of Sbhcsmentioning

confidence: 99%

“…Better therapeutic management of students with CHCs, along with established practice policies, can improve population health. Additionally, formal partnerships between school nursing services and SBHCs should explore upstream interventions to include policies that support the health and social needs of the entire student population. The student-centered holistic model of collaborative and integrated health, wellness, and educational priorities: One model widely used is the Whole School, Whole Community, Whole Child (WSCC) model to promote wellness and prevention priorities (Olson et al, 2021; Purnell et al, 2020; Willgerodt et al, 2021). This student-centered model encourages healthy people and healthy environments to address better health outcomes and academic achievement.…”

Section: Policy and Practice Implications For School Health Servicesmentioning

confidence: 99%

“…The student-centered holistic model of collaborative and integrated health, wellness, and educational priorities: One model widely used is the Whole School, Whole Community, Whole Child (WSCC) model to promote wellness and prevention priorities (Olson et al, 2021; Purnell et al, 2020; Willgerodt et al, 2021). This student-centered model encourages healthy people and healthy environments to address better health outcomes and academic achievement.…”

Section: Policy and Practice Implications For School Health Servicesmentioning

confidence: 99%

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Chronic Health Condition Management and School-Based Health Centers in New York: Findings From the 2020 School Health Profiles Survey

McCabe,

Jameson,

Grunin

et al. 2023

Policy, Politics, & Nursing Practice

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School-based health centers (SBHCs) are associated with numerous positive aspects of student health services. Many schools in the United States (US) do not have transparent policies on chronic health condition (CHC) management. Of particular concern is the underreporting of the delivery of health services in U.S. schools concerning CHC management and its relationship with the presence or absence of a SBHC. Data from the 2020 School Health Profiles (SHP) Survey were examined in New York public secondary schools. Specific health services were reviewed, together with the presence or absence of a SBHC, including daily medication administration, stock rescue medication, case management services, community partners, chronic disease-specific education, and assurance that students with CHCs were enrolled in an insurance program. A significantly greater proportion of schools with a SBHC compared with schools without a SBHC provided: (1) daily medication administration (92.9% vs. 86.5%; p < .001), (2) stock or rescue medication (84.9% vs. 77.4%; p < .001), (3) case management services (83.1% vs. 67.2%; p < .001), (4) disease-specific education for families (63.1% vs. 57.2%; p = .022), (5) student and family connection to community health services (84.2% vs. 76.5%; p < .001), and (6) ensured that a protocol existed whereby students with a CHC were enrolled in an insurance plan if eligible (79.6% vs. 66.8%; p < .001). Findings suggest that data on a national scale include essential facts for states to consider concerning school health policies and practices. Additional research should examine the intricacy of elements connected with school-based health care to understand better the care provided to children with CHCs.

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Whole School Approach: Connecting Schools to Community Resources to Enhance School Health

Cited by 5 publications

References 17 publications

“Your Kid Has Potential, But They Need Sleep”: Teacher Perspectives on School‐Based Sleep Promotion in Alberta, Canada

“Your Kid Has Potential, But They Need Sleep”: Teacher Perspectives on School‐Based Sleep Promotion in Alberta, Canada

Investigating the effectiveness of an adapted professional development model in the adoption of school wellness initiatives

Chronic Health Condition Management and School-Based Health Centers in New York: Findings From the 2020 School Health Profiles Survey

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