www.schoolhealthpromotion.org
An Online Workbook for
countries, states, agencies, practitioners and researchers
to support Continuous Improvement
  • Home
  • About
    • Introduction to this workbook and new SHP Paradigm
    • How to Use, Contribute to this Workbook >
      • Format of Better Practices Pages
    • SH Promotion in the 21st Century
    • List of Better Practices in this Workbook
    • List of Partners, Contributors & Sponsors
    • Be the Lead on a topic/Contact Us/Sign-Up for Updates
    • Brief History, Key Aspects of SHP
    • Key Definitions & Terms
  • Better Practices (A-F)
    • Before You Start: Shared Vision & Goals
    • A. Understand Your Context >
      • A-1 Defined Country, Community Contexts
      • A-2 Conduct a Situation Analysis >
        • A-2-1 Understand the Organization, Structures, Laws for Education Systems
      • A-3 Exchanges with similar countries
    • B. Better Data, Focus Your Resources >
      • B-1 Agree on Priority Issues >
        • B-1 (i) Issues documented, Agreed, Communicated
        • B-1 (ii) Local, School Priorities Enabled
      • B-2 Focus Your Resources on these Issues
      • B-3 Select/Develop/Use Surveys on Child Health & Behaviours
      • B-4 Select/develop/use a SH Policy/Program Survey
      • B-5 Select/develop/use a HPSD student learning survey
      • B-6 Establish Reporting Format, Frequency
    • C Whole Child, All Children, Esp. Disadvantaged >
      • C-1 Define, Describe, Publish Your Values
      • C-2 Describe Impact on Access, Achievement in school
      • C-3 Describe Impact on Disadvantaged Students
    • D Choose Interventions, Build Multi-Interventions (MIP's) >
      • D-1 Select Populations to be served by priority interventions
      • D-2 Select core sets of interventions
      • D-3 Build Multi-Intervention Progrtams (MIP's)
      • D-4 Control Proliferation of Projects, Issues
    • E. Select & Align Multi-Component Approaches >
      • E-1 Select, descrtibe your Multi-Component Approach (MCA)
      • E-2 Align MCA's Used in your country
    • F Build, Maintain Core Components >
      • F-1 Over-arching SH Policy >
        • F-1 (i) The Policy-Making Cycle
        • F-1 (ii) Encourage/require multiple components/interventions
        • F-1 (iii) Emphasize Equity within the policy
        • F-1 (iv) Support the Policy with an Action Plan
      • F-2 Develop, maintain a strategic action plan >
        • F-2 (i) Health, Education, Other Ministry Service Plans
        • F-2 (ii) Local Health, Education, Other Agency Service Plans
        • F-2 (iii) School, Clinic, Professional Service Plans, Guidelines
      • F-3 Maintain a core HPSD Education Program >
        • F-3 (i) Core HPSD Curriculum/Class Instruction
        • F-3 (ii) Consider core Home Ec/Financial Literacy Curriculum
        • F-3 (iii) Consider Core PE Curriculum
        • F-3 (iv) Vocational Prep for Health Careers
        • F-3 (v) Planned, sequenced cross-curricular instruction
        • F-3 (vi) Use of school routines, organization
        • F-3 (vii) Correlate with School Climate, Discipline Practices
        • F-3 (viii) Use of Co-Curricular Activities
        • F-3 (ix) Use of Extra-curricular Activities
        • F-3 (x) School-linked Web Learning
        • F-3 (xi) School-linked Family/Parent Education
        • F-3 (xii) School Participation in Community Education Programs
        • F-3 (xiii) Teacher Education & Development
        • F-3 (xiv) Teacher Wellness
      • F-4 Define Set of SH Services, Waiting Times >
        • F-4 (i) Defined set of school-based/linked services
        • F-4 (ii) School Health Services Quality, Delivery
        • F-4 (iii) School-based Clinics
        • F-4 (iv) School-based Vaccinations/Immuization
        • F-4 (v) School Management of Students with Chronic Diseases
        • F-4 (vi) School Management of Students with Disabilities
        • F-4 Role, Training of School Nurses
        • F-4 (viii) Role, Training of School Psychologists
        • F-4 (ix) Role, Training of School Physicians
        • F-4 (x) Role, Training of Donor Funded Aid Workers
        • F-4 Role, Training of SH Coordinators
      • F-5 Social Environmnet, Support, Engagement >
        • F-5 (i) Maintain positive school social climate
        • F-5 (ii) School discipline/codes of conduct
        • F-5 (iii) Consult, engage students
        • F-5 (iv) Inform, educate, involve, support parents
        • F-5 (v) Inform, involve community
        • F-5 (vi) Awareness, safety, use of social media
      • F-6 Physical Environment, Practical Resources >
        • F-6 (i) School Construction, Retro-fitting
        • F-6 (ii) Clean Water
        • F-6 (iii) Clean, safe bathrooms, latrines
        • F-6 (iv) School Meals, Food Services
        • F-6 (v) Safe Routtes to School
        • F-6 (vi) Disaster/Emergency Risk Reduction
        • F-6 (vi) Strategy to "Green" School Grounds, Facilities
      • F-7 Reciprocal, Strategic Partnerships
      • F-8 Country/Community Ownership
      • F-9 Youth/Student Engagement
  • Better Practices (G-J)
    • G Implementing, Scaling Up, Sustaining Programs >
      • G-1 Are you distributing, disseminating or institutionalizing?
      • G-2 Scaling Up, Succession Planning
      • G-3 Intervention Mapping
      • G-4 Interventiion Fit with your Situation
      • G-5 Use of Effective Planning Mechanisms
      • G-6 Use a Tested Implementation Model
      • G-7 Anticipate local Barriers, Drivers
      • G-8 Identify Threshold/Levers for Sustaining Programs >
        • Calculate & plan for scale up/ongoing costs
    • H Build System/Organizational Capacity >
      • H-1 Start=up & Baseline Funding, Staffing >
        • H-1 (i) Transition from Project to Ongoing Program/Budget
        • H-1 (ii) Adequate Time in Curriculum/School Day
        • H-1 (iii) Minimum Waiting Times for Services
      • H-2 System & Organizational Capacities >
        • H-2 (i) Coordinated Policy & Leadership
        • H-2 (ii) Assigned Staff as Coordinators at all Levels
        • H-2 (iii) Mechanisms for Cooperation, Coordination
        • H-2 (iv) Ongoing Knowledge Exchange & Development
        • H-2 (v) Pre-service education, In-service development of workforce
        • H-2 (vi) Regular monitoring, reporting, evaluation, improvement
        • H-2 (vii) Identify, jointly manage emerging issues
        • H-2 (viii) Explicit plan for sustainability
    • I Integrate Health & Social Programs in Core Business of Education System >
      • I-1 New Partnership Models to Better Integrate Within Education >
        • I-1-(i) Negotiated roles, resources in SH partnership
        • I-1 (ii) All initiiatives through one SH structure/team
        • I-1 (iii) First Consider Learning Needs
      • I-2 Align SH work within education structures, concerns, routines >
        • I-2 (i) Understand constraints on schools
        • I-2 (ii) Understand teacher beliefs, norms, work lives, concerns
        • I-2 (iii) Recognize, support teacher autonomy in lessons
        • I-2 (iv) Use updated pedagogical models
        • I-2 (v) Build teams in constrained conditions
        • I-2 (vi) Fit within stages, models of teacher education./development
        • I-2 (vii) Invest in education/development of non-educators in SH
      • I-3 Avoid silos on diseases/problems >
        • I-3 (i) Be guided by integrative paradigms
        • I-3 (ii) Deliver interventions within your multi-component approach (MCA)
        • I-3 (iii) Advocate for HPSD education in a broad core curriculum
      • I-4 Re-align Health, Other Sectors Within Education >
        • I-4 (i) Use "no-blame", shared responsibility, incremental change strategies
        • I-4 (ii) Address the characteristics of education systems
        • I-4 (iii) Use systems change models used by educators
        • I-4 (iv) Work within education consultative, decision-making & management structures
        • I-4 (v) Describe how core health/other sector structures, functions will relate to education counterparts
        • I-4 (vi) Maintain long-term perspective when building partnership with education sector
        • I-4 (vii) Develop, maintain a joint monitoring & reporting system
      • I-5 Health/Other Sectors should commit to providing on-going financial & human resources within schools >
        • I-5 (i) Health/other sectors should build capacity within their system that work with schools
        • I-5 (ii) Be specific about outputs from your partnership with the education sector
        • I-5 (iii) Health/other sectors should define minimum service levels related to schools
    • J Use concepts/tools from systems science/organizational development >
      • J-1 Policies, practice guidelines require Ecological Approach, Systems-focused Actions >
        • J-1 (i) Discourage use of settings as way to reach captive audience, encourage strategies to build capacity, modify conditions
        • J-1 (ii) Position linear logic models for programs within complex, ecological models
        • J-1 (iii) Select or adapt a model of continuous improvement/quality management
        • J-1 (iv) Review, select concepts/tools from systems science
      • J-2 Address implications of systems characteristics >
        • J-2 (i) Address implications of Open Systems
        • J-2 (ii) Addresss imlications of decision-making in loosely-coupled systems
        • J-2 (iii) Address implications of "professional bureaucracies"
      • J-3 Address complexities of working across & within several systems, agencies >
        • J-3 (i) Address inter-organizational cooperation & competition
        • J-3 (ii) Plan for different types of cooperation
        • J-3 (iii) Implement, maintain a "whole of government" strategy
        • J-3 (iv) Understand contradictions of "Health in All Policies" initiatives
    • Addendum: Developing a SHP Knowledge Development/Research Agenda
  • Approaches & Contexts
    • Different Approaches
    • Different Contexts >
      • Low Resource Countries
      • Conflict/Disaster Affected Countries
      • High Resource Countries
      • Indigenous Communities
      • Disadvantaged Communities
      • Small Island Developing States
  • Calendar School Health & Development
  • New Page
How to Use this Workbook & Online Resources and/or Lead a Discussion on a Topic/Better Practice from Your Work
With the extensive set of criteria and recommended indicators, the “continuous improvement objectives” or “better practices” in this workbook are intended to help and guide officials, program managers and practitioners to maintain a long-term approach that is systems-focused. We present a lot of material that can be addressed selectively over time and certainly not all at once.

The core idea is that ministries, local health and education authorities and schools/local clinics and professionals can use to retain a holistic multi-dimensional vision while building capacity around the core components of SHP while implementing specific policies or programs.
See How We have Formatted each Web Page to Go
From Big Idea to Specific, Practical, Incremental Suggestions
  • Take a look at the format/sections of the web pages describing each Better Practice. Comments, suggestions are welcome.

  • Review the first draft of our first Better Practice: Adopting, Maintaining a National/State School Health Policy. Edits, comments, additions are welcome
These better practices and improvement objectives are intended to assist governments and organizations in all countries to assess and improve the multi-component approaches and multi-intervention programs on the health and social issues and behaviours that they have deemed relevant and urgent for their jurisdictions. It is intended to be a core set of criteria and indicators that can be complemented by other self-assessment and improvement tools addressing specific components, issues or programs. The accompanying improvement advice and sources use contextually relevant benchmarking, tools and examples and across all countries but also grouped in high, low and conflict/affected categories for easier applications.

This advice and many, many practical suggestions and resources have been organized and presented in these categories:
  1. Dimensions & Better Practices: The ten dimensions of the new paradigm for school health (see above) have been used. These are drawn from the global consensus statement being circulated by the International School Health Network. These dimensions include the traditional components or “pillars” of many multi-component approaches to SHP (such as policy, education, services etc.) as well as different dimensions that need to be considered when using this approach (such as governance/structures, implementation/maintenance/scaling up, system/organizational capacity etc. The “better practices” are drawn from experience and evidence and reflect consensus being confirmed in the ISHN Global Delphi Consultation on What We Know & Need to Know in SH&D.

  2. Criteria & Source: These are the criteria by which we can determine the relevance, effectiveness and feasibility of that item. The primary source or reference for each criterion is noted in the third column. Most of the criteria are derived from well-known and accepted source such as the FRESH framework or well-recognized bodies of knowledge such systems science or organizational development.

  3. Indicators of Progress & Data Sources: These are specific aspects of the various criteria that can be used to assess progress as well as suggested data sources related to that indicator. As noted, these standards encourage participants using this document to assess progress on a four-point scale in a rubric format. This encourages reflection and discussion about the indicator as well as potential data sources that can be used if the suggested data source in not available. We are using the same rubric format as the World Bank SABER program in this document and accompanying Worksheets.  

  4. Rationale/Research/Reports: This column briefly presents the rationale, relevant research and reports related to the criteria and/or the specific indicator. The online versions of these standards will use the convenience of the web to publish summaries, examples, and other knowledge-based materials to explain the significance of item.

  5. Pathways to Improvement: This section will briefly present practice stories, good examples and case studies, taken from the three major types of country contexts, that can lead to improved policy, programs or practice. These will include a variety of resources, suggested readings and recordings. The publishers of these standards are seeking the support of funders to reach out to existing knowledge centres, leading practitioners, researchers, officials and others to facilitate on-going and time-limited discussions of innovations and problem-solving.
 
How You Can Contribute and Lead Specific Discussions on Topics from Your Work

We are asking individual students, parents, practitioners, officials, policy-makers and experts to help ISHN and its partners to develop and maintain this on-line workbook dedicated to a new paradigm for school health promotion. We think that it is fitting that we harness the power of our collective knowledge and experience through crowd-sourcing.

Here is how you can contribute:

  1. Go through the extensive list of Better Practices and identify the topics which you have made progress, developed resources, conducted research or evaluations or simply have a story to tell.

  2. Let us know that you have something to share by completing this web form OR by simply writing to Doug McCall, Executive Director, ISHN at dmccall@internationalschoolhealth.org

  3. There are several ways to contribute, including:

    1. Sending us a web link to a good research article, resource, report, recorded webinar or presentation.

    2. Sending us a “practice story” or case study on a topic

    3. Posting a question or sharing news/resources in the chat box on each page

    4. Agreeing to present your work in a webinar or participate in a brief, recorded Skype interview

    5. Reviewing the summary of the better practice as well as the suggested criteria/indicators, qualitative improvements, the summary of research/data/reports supporting the practice and lists of reports/resources and recorded presentations.  Send your comments/edits/additions to info@internationalschoolhealth.org

    6. Agreeing to be a contact for this specific topic/better practice who is willing to reply to email from colleagues seeking brief answers to questions or referrals to other sources of advice.

    7. Agreeing to take the lead on one of the sections within the online workbook.

    8. Helping to prepare online modules in MOOC-friendly formats that others can use in their online courses
 

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