(World Health Organisation, 1993). Research on health promotion in schools led to results close to those coming from other domains. Such activities went beyond the scope of traditional health education. A global alliance has been formed to enable teachers' representative organizations, worldwide, to improve health through schools. Until then, the more traditional approach to health education in schools was, and often still is, focused on gaining knowledge about diseases and healthy behaviour based on a narrow concept of health. In a Canadian-based study, school principals, teachers and parents were interviewed and based on the results, identified the barriers as structural and systemic, such as large class sizes or financial challenges. Search for other works by this author on: Equity, education and health: learning from practice: case studies of practice presented during the 4th European confernence on health promoting schools Odense, Denmark 7-9 October 2013, The WHO health promoting school framework for improving the health and well‐being of students and their academic achievement, An examination of Health Promoting Schools in Ireland, Improving Health and Social Cohesion through Education, Schools for Health in Europe network SHE factsheet 2: School health promotion: evidence for effective action, Schools for Health in Europe network SHE factsheet 1:State of the art: health promoting schools in Europe, Finnish parental involvement ethos, health support, health education knowledge and participation: results from a 2-year school health intervention, The impact of health and health behaviours on educational outcomes in high-income countries: a review of the evidence, Interventions for preventing obesity in children, © The Author 2017. Effective Health Promoting Schools (HPS) make a major contribution to schools achieving their educational and social goals. A collaborative work coordinated by the International Union for Health Promotion and Education (St Leger et al., 2008) summarises what has been shown to work well and are prominent features of effective schools. Over the last decade, some initiatives have been proposed by various international organizations with a view to achieving greater integration of youth-oriented health promotion activities, while at the same time influencing individual and social determinants of health [Kolbe, 1985; World Health Organization (WHO), 1991; Allensworth, 1993; English, 1994; WHO, 1997b; McBride et al., 1999]. Nearly two in three countries (62%) have a formal health promoting school policy, in most cases as part of their education policies, followed by inclusion in their public health policies, or a combination of education and health policies (SHE, 2013). ... volunteers are expected to sign that they have understood the H&S School’s policy in the presence of the trainer. The level of implementation of health promoting schools varies widely between member countries and even within countries. Rosas concludes that the complex modern school environments and re-conceptualization of health promoting school concept would benefit from system thinking and complexity characteristics and system science approach. It also stresses that families and the community should be involved (see Sormunen et al., 2013). There are still many epistemological and methodological issues in relationship to evaluation of health promotion effectiveness. However, they found no evidence of effectiveness on fat intake, alcohol and drug use, mental health, violence, and bullying others (Langford et al., 2014). The eco-holistic whole –school-approach (WSA) was the theoretical background in Busch and colleagues’ study in which the associations of several health behaviours (alcohol use, cannabis use and smoking habits; screen time use; bullying/being bullied; healthy nutrition and physical activity, psychosocial problems) with school performance was examined in a sample of Dutch secondary school students. Facilitating factors were related to school leadership and generally, supportive school culture. Health promotion is the process of enabling people to increase control over, and to improve their health. Learn vocabulary, terms, and more with flashcards, games, and other study tools. The general direction of WHO's Global School Health Initiative is guided by the Ottawa Charter for Health Promotion (1986); the Jakarta Declaration of the Fourth International Conference on Health Promotion(1997); and the WHO's Expert Committee Recommendation on Comprehensive School Health Education and Promotion (1995). Strengthening national capacities: collaboration between health and education agencies is fostered, and countries are helped to develop strategies and programmes to improve health through schools. Coelho and colleagues investigated in controlled pre-post design the efficacy of a social-emotional learning (SEL) program on social-emotional competencies of Portuguese middle school students’ characteristics in two distinct cohorts. The system thinking theme continues in a study from Tooher and colleagues in Australia from the point of view of integration and collaboration in various school-based health programmes and the barriers and enablers to successful intersectoral collaboration between education. The Ottawa Charter (WHO, 1986) states that health promotion is a process about enabling people, meaning that people can actively acquire competencies to create more control over their own health and over their environment. For example, classroom sun protection lessons are reinforced and complemented by adequate provision of shade throughout the school and a school sun protection policy that informs parents and encourages … The results bring out a variety of positive effects, of which the most conclusive evidence included personal effects on students (e.g. Components and checkpoints are developed in six areas which reflect the major elements of health-promoting schools. • To facilitate action for health by building health knowledge and skills in the cognitive, social and behavioural domains – The school is a setting where health issues and perspectives are used to complement and enrich education priorities e.g. The authors bring out the non-official status of health promotion in Austrian schools, and acknowledge the individual efforts that often occur behind the implementation. The concept of Health Promoting School (HPS) initiated by WHO aims to move beyond individual behavioural change and consider organisational and structural change such as improving the school’s physical and social environment, its curricula, teaching and learning methods [6, 7]. When you are a role model and authority figure for children, how you carry yourself matters. Schools, being part of their surrounding community, are designated as one of the settings to help reduce inequalities in health. H. Turunen, M. Sormunen, D. Jourdan, J. von Seelen, G. Buijs, Health Promoting Schools—a complex approach and a major means to health improvement, Health Promotion International, Volume 32, Issue 2, April 2017, Pages 177–184, https://doi.org/10.1093/heapro/dax001, Development of health promoting schools in the European region. The goal of WHO's Global School Health Initiative is to increase the number of schools that can truly be called "Health-Promoting Schools". The health promoting school (HPS) approach was developed and introduced during the 1980s. Partnerships and networking are key tools that have been developed and used in the health promoting school approach. History. These six areas are: school health policies, the school physical environment, the school social environment, community relationships, personal health skills and health services. The level of complexity of the factors having an impact on the prevention programme effectiveness lead many authors to consider the evaluation results with caution. Although mental health is a fundamental component of health, recognition of mental disorders and awareness about its importance is limited. Building capacities for peace, shelter, education, food, income, a stable ecosystem, equity, social justice, sustainable development. (, Oxford University Press is a department of the University of Oxford. The WHO HPS framework is only an outline. Rationale for Core indicators of health promoting school. health-promoting schools – A framework for action in 1996, and updated these ... Action competencies for healthy living 6. Pike and Iannou describe the processes, and specifically the experiences of participation in a project (‘Shape Up’) that aimed to create health-promoting environments in seven primary schools in Cyprus. Collaboration with other relevant policy areas, for example youth, social and environmental policies and sustainable development is essential. Participation continues as a theme in the Griebler and colleagues’ article. This is surprising because, in theory, mental health is accepted as an essential component of health (WHO, 2001), the close relationship between physical and mental health is recognized (WFMH, 2004) and it is generally known that physical and mental health share many of the same social, environmental and economic determina… Start studying Community Health ATI #2. WHO promotes school health programmes as a strategic means to prevent important health risks among youth and to engage the education sector in efforts to change the educational, social, economic and political conditions that affect risk. All school employees should also be aware that they are almost always being watched by students and other community members. Increasing understanding and overcoming stigma through strategic communications and social mobilization are crucial steps … Langford … This document complements the recommendations to establish and sustain health promotion in schools set out in the Guidelines to Promote Health in Schools document. Moreover, the health promotion activities implemented at schools were also examined. Coronavirus disease outbreak (COVID-2019), Coronavirus disease outbreak (COVID-19) », Making every school a health promoting school. Health Promotion with Schools: a policy for the health system is one product arising from the recommended directions.It reflects better practice in working with schools to promote health,and will provide a useful foundation from which the health system can move forward in working more effectively with schools. The alliance includes Education International, Centers for Disease Control and Prevention, Education Development Center, UNESCO, UNAIDS and GIZ. Thus, the intervention programme and its content remain the same, however, more context-specific thinking is applied to the implementation process, and the types of achievements that might be expected from it (Darlington, 2016). Its development was inspired by the Ottawa Charter presented at the first international conference on health promotion in 1986, which helped changing the context for health promotion significantly. The factors preventing and facilitating implementation of health promoting school practices were explored by Mcisaac and colleagues. Some countries have a formal national health promoting school policy while others don’t. The Initiative is designed to improve the health of students, school personnel, families and other members of the community through schools. It includes provisions and activities relating to health promoting school policies, the school’s physical and social environment, the curriculum, family and community links and health services at the school (SHE, 2014). Conversely, however, implementation is argued as being a complex process, which defies such linear one-dimensional thinking. There is substantial congruence between three fields: the research and evaluation literature on school health; what constitutes successful learning and teaching in schools; what makes schools effective in achieving educational, health and social outcomes. Leadership and management practices • Secure political support and leadership from the health … As the authors conclude, schools are more than physical settings where healthy activities are carried out; they can be the agents of change. Building capacity to advocate for improved school health programmes: technical documents are generated that consolidate research and expert opinion about the nature, scope and effectiveness of school health programmes. A health promoting school takes action to ‘promote and protect the health of its members, where health encompasses the dimensions of social, physical, intellectual, mental and emotional wellbeing’. Bell and colleagues applied a school-based smoking prevention programme into obesity prevention intervention among 12–13 year olds. Intervention schools were members of the regional SHE network, having a health promoting culture, structure, and related activities, whereas control schools had no status of SHE school. 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