Every School Healthy: An Urban School Case Study

Autor/inn/en	Baldwin, Sue; Ventresca, Assunta R. C.
Titel	Every School Healthy: An Urban School Case Study
Quelle	In: Journal of School Health, 90 (2020) 12, S.1045-1055 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baldwin, Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.12965
Schlagwörter	Urban Schools; School Districts; Health Education; Case Studies; Wellness; Educational Policy; Models; Special Needs Students; English Language Learners; School Policy; Cooperative Programs; Coordination; Health Behavior; High School Students; National Surveys; Risk; Sex Education; Evidence Based Practice; Curriculum Development; Special Education; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Case study; Fallstudie; Case Study; Well being; Well-being; Wohlbefinden; Politics of education; Bildungspolitik; Analogiemodell; Sonderpädagogischer Förderbedarf; Schulpolitik; Koordination; Health behaviour; Gesundheitsverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Risiko; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Background: In this case study, multiple participants in a large urban school district used the Whole School, Whole Community, Whole Child (WSCC) model to guide development of a district wellness policy. The model's health education component is highlighted, focusing on concerns for special needs students and ones speaking English as a New Language (ENL). Methods: Organizational structure was developed around the WSCC model and district wellness policy implementation through coordination, collaboration, and communication (3Cs) of programs, policies, and processes/practices (3Ps). Results: The WSCC approach guided the creation of a district wellness policy that influenced programming for students with special needs and required Youth Risk Behavior Survey (YRBS) data collection. Using YRBS and School Health Index (SHI) data in planning sexual health education illustrated improvements over time. Formation of the "School Health and Wellness Collaborative" under WSCC improved family engagement in sexual health education programs and practices. Relationships were established with community partners to impact student's sexual risk behaviors. Finally, the district co-created and implemented an evidenced-based sexual health curriculum, modifying it for special education and ENL students. Conclusions: The WSCC approach is system changing. It takes time to develop the relationships vital to improve the 3Cs and 3Ps. Success is enhanced with a district wellness coordinator, the right people at the table, valid health data, and administrative and board support. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01