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
A New Paradigm for School Health Promotion
The school-based and school-linked health promotion of the 21st century must be and will be significantly different than the traditional, issue-focused, quickly find/develop the best (including consideration of costs, risks) program of the past three decades. The need to evidence-based and experience-tested programs will not disappear, but they will need to be nurtured within a dramatically new approach that includes these dimensions that are common to all sectors/approaches working with schools:
     A. Start with the Contextualization of approaches and programs into several generalized types of country and regional contexts and truly
          understanding the local situation and needs.
     B. Greater, regular attention to better data, monitoring and analysis, more informed multi-sector choices and focusing of resources on priority
         issues or conditions
relevant to country/state program planning, including attention from donors and external partners to ensuring that project are tied
         to feasible long-term programs and country/stakeholder ownership and an ongoing cooperative process to manage emerging issues.
     C. Positioning these choices regarding priority issues within the needs of the whole child and ensuring that all children have equitable access and
         opportunities
for educational success. Specifically addressing social and economic determinants and alleviating disadvantages are part of this
         consideration.
     D. Choosing evidence-based and experience-tested interventions (specific policies, programs, services, practices) that are suited to the local
         context and capacities and then combining several into multiple intervention programs (MIP’s) addressing broad education, health and social
         issues and conditions.    
     E. Combining these selected multi-intervention programs into a multi-component approach (MCA) such as Health Promoting Schools and ensuring that
         this adapted MCA is aligned with other MCA’s being used by other sectors, ministries &agencies that promote safe schools, child-friendly, inclusive
         schools and others.
     F. Building and maintaining the core components or infrastructure of all multi-component approaches, including policy, instruction/education,
         services, social support from parents/community and healthy physical environment/practical resources. 
     G. Addressing the quality of implementation of programs and approaches and ensuring from the outset that they can be maintained, scaled up,
         have planned successions and transitions, thereby increasing the likelihood that they will be sustained
.
     H. Building organizational and system capacity as well as professional knowledge and competencies. These capacities include defined start up and
         ongoing financial and human resources
as well as operational capacities such as coordinated policy/leadership, assigning inter-sectoral and
         intra-sector coordinators at all levels, establishing informal and formal mechanisms for cooperation, ongoing knowledge development and exchange,
         long-term workforce development strategies in several sectors, regular monitoring and reporting linked with systematic improvement, joint strategic issue
         management processes and explicit planning for sustainability of programs and approaches.
     I. Integration of health and social programs within the core mandates, constraints and concerns of education systems so that the mutual,
        ongoing commitments of financial and human resources are explicitly negotiated and regularly reviewed, so that educational priorities such as school
        attendance/participation and at-risk students are achieved as well as healthy or social priorities, that the work lives and beliefs/concerns of educators
        are better understood and addressed. 
     J. Shifting towards an ecological approach, systems-focused actions that address the structures, processes and practices of complex, open,
         adaptive and bureaucratic systems through the better use of systems science and organizational development tools and strategies.
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