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Note to Contributors: This document is organized around elements or components of school health promotion as well as the specific health and social problems relevant to school-age children and youth. There are several references that fit into more than one category or topic, so contributors are asked to read the various categories before adding references. The topics that are listed and linked to this page are as follows:

A. Overview and theory about Healthy Schools, Community Schools, Safe Schools
  1. Approaches, Historical Development, Future Trends)
  2. The Impact of the School’s Environment on Health & Social Development
  3. The Connection between Health, Learning & Social Development
  4. Understanding Context (Ecological approach, systems thinking)
  5. Effectiveness of Comprehensive Approaches, Coordinated Programs
  6. Building Capacity to Sustain SH Programs: Overview
  7. Addressing System Characteristics to Implement and Sustain SH Programs
  8. Related Health Promotion, Learning, Social Development Theories
  9. Related Diffusion, Systems, Change, Implementation and Sustainability Theories
  10. Cost benefits/effectiveness of SH Programs
  11. Research Methods in SH Promotion

B The Elements/Components of CSH, CSHP, HPS Frameworks

  1. School health policy & macro policy issues related to CSH, CSHP, HPS
  2. Coordination in CSH/CSHP/HPS (Interministry, Interagency, Inter-professional, SH Coordinators, SH Committees
  3. Curriculum & Instruction
  4. Positive Social Environment (Parent Involvement, Youth Engagement, Staff Wellness, Community Support)
  5. Health and Other Services (Health Services, Social Services, Mental Health, Police Services, Nutrition Services, After School Programs, Pre-school Programs, etc)
  6. Healthy Physical Environment and Practical Resources (Grounds, Facilities, Transportation, Air Quality, Equipment, Lighting, Noise, Natural Light etc)
C. Adressing the Development, Needs and Results of the Whole Child, All Children

C.1 Ages and Stages in Child and Youth Development
  1. Pre-natal (how schools can prepare parents-to-be See Family Living skills)
  2. Early Childhood
  3. Middle Childhood
  4. Adolesence
  5. Young adulthood

C.2 Addressing Specific Health, Personal & Social Problems, Behaviours, Skills, Genetic Conditions or SES Factors
1. Injury Prevention
2. Addictions (Alcohol, Drugs, Medications, Gambling)
3. Tobacco
4. Mental Health and Illness (Self-Image, Stress, Suicide, Disorders)
5. Child Abuse & Neglect/Family Violence/Child Sexual Abuse
6. Sexual Health (STI/HIV-AIDS/Reproductive Health)
7. Family Living/Home Economics/Consumer skills
8. Physical Activity (Active living, sports, fitness)
9. Nutrition (Healthy eating, overeating, eating disorders, food safety; food security)
10. Environmental Health (Asthma, Allergies, Air Quality, Water quality, Radon etc)
11. Equity (Gender, Race, Culture Factors)
12. Anti-social Behaviours (Bullying, Harassment)
13. Crime & Delinquency (Gangs, Theft, Violence etc)
14. Pro-social Behaviours, Citizenship education (Civic Participation, Community Service, Responsibility to Others)
15. Personal Development (Critical Thinking, Decision-making, Ethics, Morals, Spirituality/Faith/Religion)
16. Emergency Preparedness
17. Oral & Dental Health
18. Healthy Physical Growth & Development
19. Infectious Diseases & Hygiene (Pandemics, Sanitation, Parasites)
20. Chronic Diseases (Obesity, Diabetes, etc)
21. Genetic Conditions
22. Intellectual and physical disabilities
23. Media Literacy/Corporate Influences/Social Influences
24. Social Skills/Competencies

C.3 Broad generic outputs at end of schooling
  1. Connectedness to school, staying in school, access/aptitude to life-long learning and training
  2. Basic health literacy for all
  3. Lifelong regard for own health, physical activity, family life, work balance
  4. Interest, exploration in health and related careers
  5. Social responsibility and community service orientation
  6. Personal ethics, morals, character, spirituality, (including instruction in religous beliefs for some schools)
  7. Psychological development (resilience, self-knowledge, etc)
  8. Reduced disparities (more equitable) in health, life, learning, work opportunities

D Increasing Effectiveness: Implementing School Health Promotion in Different Contexts
1. Low Income countries, states or provinces/territories
2. Low Income communities in high or middle income countries/states/provinces/territories
3. Aboriginal communities
4. Communities disrupted by War, Disaster, Disease
5. Multi-ethnic or ethnic Communities
6. Religious communities
6. Rural, isolated communities

E. Increasing Effectiveness: More comprehensiveness, better coordination of programs, services, policies
  1. Addressing clusters of behaviours and conditions
  2. Multi-level implementation
  3. Programs with impacts on several problems

F. Increasing Effectiveness: Linking to educational mandates, outcomes and constraints
  1. Convergence/divergence with functions of schooling
  2. Integrating with regular school processes
  3. Recognizing constraints and opportunities
G Evidence-based Implementation, key local drivers, pther mechanisms
  1. Planned use of evidence on diffusion, implmentation
  2. Addressing key drivers and barriers

G. Increasing Effectiveness: Building System, Agency, School, Professional, Community & Family Capacity
  1. Systems Capacities
  2. Agency Capacities
  3. School Capacities
  4. Professional Capacities
  5. Community Capacities
  6. Family Capacities
H. Increasing Effectiveness: Changing Open, Loosely Coupled, Bureacratic Systems
  1. Open systems
  2. Loosely coupled systems
  3. Professional bureacracies
  4. Working with multiple systems


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dmccall 		Latest page update: made by dmccall , Dec 12 2008, 11:36 AM EST (about this update About This Update dmccall Edited by dmccall

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