Health Promotion Staff Research Articles

From recipients to partners: children in malaria education in Uganda

Purpose – Health education that integrates community participation is essential for malaria control. However, children’s participation is not generally as active as that of adults, thus turning children into recipients, as opposed to partners in malaria control. The purpose of this paper is to develop a better understanding of how children can transform from mere recipients to active partners in malaria control efforts, by exploring the implementation of a school health education program in Uganda. Design/methodology/approach – A qualitative multi-case study involving six schools where the health education program was implemented was undertaken, using six focus group discussions with 72 school children and respondent interviews with 14 teachers and district health promotion staff. Findings – Children acted as health messengers, offered peer support and engaged in environmental management to minimize mosquito breeding. The benefits of the school malaria program included increasing access to malaria information, boosting malaria knowledge, improving children’s self-esteem and their skill as health educators. However, implementation was undermined by hostility from adults, inadequate time and tight school schedules, which should be addressed in future malaria programs. Practical implications – The findings suggest that children can play an important role in malaria programs. Therefore, programs should be sufficiently structured to facilitate children’s participation. Practitioners should be encouraged to be conscious of the applicability of the health promoting school approach to malaria control. Originality/value – This research facilitated a more comprehensive understanding of the role children can play in malaria control, thus providing a basis for their involvement in malaria programs. It also adds to a relatively scarce area of literature on the school health-malaria control nexus.

Quantifying collaboration using Himmelman ' s strategies for working together

Purpose– Coordinated school health programs (CSHPs), a type of health promoting school (HPS) program adopted by Canada and the USA, were developed to provide a comprehensive approach to school health in the USA. Community partnerships are central to CSHP and HPS efforts, yet the quality of collaboration efforts is rarely assessed. The purpose of this paper is to use Himmelman’s strategies for working together to assess the types of partnerships that are being formed by CSHPs and to explore the methodological usefulness of this framework. The Himmelman methodology describes four degrees of partnering interaction: networking, coordinating, cooperating, and collaborating, with each degree of interaction signifying a different level of partnership between organizations.Design/methodology/approach– Data were collected as part of the 2008-2009 and 2009-2010 CSHP annual Requests for Proposal from all 131 public school systems in Tennessee. Thematic analysis methods were used to assess partnerships in school systems. Descriptive analyses were completed to calculate individual collaboration scores for each of the eight CSHP components (comprehensive health education, physical education/activity, nutrition services, health services, mental health services, student, family, and community involvement, healthy school environment, and health promotion of staff) during the two data collection periods. The level of collaboration was assessed based on Himmelman’s methodology, with higher scores indicating a greater degree of collaboration. Scores were averaged to obtain a mean score and individual component scores were then averaged to obtain statewide collaboration index scores (CISs) for each CSHP component.Findings– The majority of CSHPs partnering activities can be described as coordination, level two in partnering interaction. The physical activity component had the highest CISs and scored in between coordinating and cooperating (2.42), while healthy school environment had the lowest score, scoring between networking and coordinating (1.93), CISs increased from Year 1 to Year 2 for all of the CSHP components. Applying the theoretical framework of Himmelman’s methodology provided a novel way to quantify levels of collaboration among school partners. This approach offered an opportunity to use qualitative and quantitative methods to explore levels of collaboration, determine current levels of collaboration, and assess changes in levels of collaboration over the study period.Research limitations/implications– This study provides a framework for using the Himmelman methodology to quantify partnerships in a HPS program in the USA. However, the case study nature of the enquiry means that changes may have been influenced by a range of contextual factors, and quantitative analyses are solely descriptive and therefore do not provide an opportunity for statistical comparisons.Practical implications– Quantifying collaboration efforts is useful for HPS programs. Community activities that link back to the classroom are important to the success of any HPS program. Himmelman’s methodology may be useful when applied to HPSs to assess the quality of existing partnerships and guide program implementation efforts.Originality/value– This research is the first of its kind and uses a theoretical framework to quantify partnership levels in school health programs. In the future, using this methodology could provide an opportunity to develop more effective partnerships in school health programs, health education, and public health.

Project on school staff health promotion in Poland: the first experiences

Purpose – The purpose of this paper is to present the concept, methods of implementation, results and experiences from the first stage of the three-year project on school staff health promotion carried out within the framework of the health-promoting school (HPS) network in Poland. Design/methodology/approach – The project was implemented in 2012 in 22 primary and lower secondary schools, with a group of 780 teachers and 276 non-teaching staff. To be eligible for their school to be included, head teachers and at least 60 per cent of school staff members had to volunteer to commit to the project. An action research approach was used. The project is implemented on the basis of an agreement between the Medical University of Warsaw and the Centre of Education Development. Findings – Over the first eighteen months of implementing the project, the schools selected priority problems to solve, constructed an action plan for the first year and evaluated their outcomes. Only 7 schools reported that they had achieved their goals. The difficulties experienced by schools were associated with inadequate planning skills, insufficient support from some head teachers, and low involvement of staff members in the project activities. However, openness to change and new learning, and a readiness to participation further in the project was observed across 17 from 22 schools. Originality/value – This pilot project was the first attempt to introduce health promotion among school staff into the HPS network in Poland and provides valuable lessons on implementation.

Sexual health promotion programme: Participants’ perspectives on capacity building

Objectives: The aim of this study was to evaluate a Health Service Executive (HSE) Foundation Programme in Sexual Health Promotion (FPSHP) with a specific emphasis on capacity building. Design: A mixed-method design using both quantitative and qualitative methods was used to collect the data. Setting: The FPSHP was delivered to staff working in health, education and community settings and was designed and facilitated by sexual health promotion staff who are part of the Irish HSE. Methods: A survey, designed by the researchers, as well as individual telephone interviews with past participants was used to evaluate the programme. Out of a possible 200 participants, 97 completed the questionnaire (response rate 49%), and a total of 22 telephone interviews were completed. Results: There was generally a high level of satisfaction with the FPSHP. Participants reported high levels of individual and intra-organisational capacity-building activities, but apart from networking, inter-organisational capacity-building activities were reported less frequently and tended to be ad hoc in nature. Satisfaction with the programme was high and so was the perception of its sustained impact. Motivation, satisfaction with the programme and attending of further training were strong predictors of reported sustained impact. Conclusion: Capacity building in sexual health promotion was affected positively by participation in the programme. Nonetheless, a greater emphasis on capacity building at an inter-organisational level needs to be considered. It is recommended that participants need to be motivated, guided and supported in the use of strategies to achieve this.

Sustainability and power in health promotion: community-based participatory research in a reproductive health policy case study in New Mexico.

Health promotion programs are commonly viewed as value-free initiatives which seek to improve health, often through behavior change. An opposing view has begun to emerge that health promotion efforts, especially ones seeking to impact health policy and social determinants of health, are vulnerable to political contexts and may depend on who is in power at the time. This community-based participatory research study attempts to understand these interactions by applying a conceptual model focused on the power context, diverse stakeholder roles within this context, and the relationship of political levers and other change strategies to the sustainability of health promotion interventions aimed at health policy change. We present a case study of a health promotion coalition, New Mexico for Responsible Sex Education (NMRSE), as an example of power dynamics and change processes. Formed in 2005 in response to federal policies mandating abstinence-only education, NMRSE includes community activists, health promotion staff from the New Mexico Department of Health, and policy-maker allies. Applying an adapted Mayer's 'power analysis' instrument, we conducted semi-structured stakeholder interviews and triangulated political-context analyses from the perspective of the stakeholders.We identified multiple understandings of sustainability and health promotion policy change, including: the importance of diverse stakeholders working together in coalition and social networks; their distinct positions of power within their political contexts; the role of science versus advocacy in change processes; the particular challenges for public sector health promotion professionals; and other facilitators versus barriers to action. One problem that emerged consisted of the challenges for state employees to engage in health promotion advocacy due to limitations imposed on their activities by state and federal policies. This investigation's results include a refined conceptual model, a power-analysis instrument, and new understandings of the intersection of power and stakeholder strategies in the sustainability of health promotion and health in all policies.

Evaluation of Staff Variable as Component of Quality Improvement for Maternal and Child Health Promotion in Baghdad City’s

Background and aim: Quality improvement consists of systematic and continuous actions that lead to measurable improvement in health care services including maternal and child health promotion and the health status of targeted patient groups like women and children. It is also recognized as a direct correlation between the level of improved health services and the desired health outcomes of individuals and the population. The study aimed to evaluate the staff as a component of quality improvement of maternal and child health promotion Materials and method: A descriptive evaluation study is conducted on primary health care centers in Baghdad City from 10th April 2012 to 20th May 2013. A total of (22) primary health care centers. Data are collected through the utilization of the developed questionnaire and the interview technique as means of data collection. Data are analyzed through the application of descriptive statistical data analysis methods which includes the measurement of the frequencies, and percentages, and inferential statistical data analysis approach which includes the measurement of the multiple linear regressions and quality improvement Results: the study findings reveal that most of the health promotion staff have participated in some maternal and child health training and development courses, but they do not apply what has been learned, do not have access to books and publications, have to perform different tasks not health promotion only, do not acquire additional information, no testing the consumer’s information, do not assign future appointments for planned and scheduled health promotion activities, and do not follow the consumers’ benefits of previous health education, and decrease the number of the health promotion staff in the health promotion unit.Conclusion: There is increased demand and decreased supply of health promotion units at the primary health care centers. The aspect of staff has revealed that most of them has lacked practices and experiences relative to their task as providers of health promotion service to pregnant women as consumers of such services. Health promotion staff lack opportunities for training and development. Keywords: staff, Quality Improvement, Maternal and Child Health, Health Promotion

Campaigns in context: promotion, seasonal variation, and resource factors predict mammography program participation

We consider the impact of health promotion efforts on the timing of health behavior in a real-world setting alongside effects of temporally predictable and other environmental factors. By better understanding the systemic context of promotions, we sought to explain, and suggest timing strategies to enhance, campaign effectiveness in ways often overlooked by health promotion staff. We assessed call volume in response to promotions from May 2004 to December 2008 by a state program in the United States that provides free mammograms to underinsured women. Weekly data were analyzed using OLS regression, using predictor variables representing program promotions, breast cancer awareness, season, and other factors. Call volume was greater following television or direct mail promotions, during periods with higher unemployment rates, during school-term time, and in favorable climate conditions. These results highlight predictable temporal variations in the response to these promotions, suggesting important implications for the timing of health promotion efforts.

Becoming a health promoting school: key components of planning.

This article looks at the practicalities of implementing the health promoting school (HPS) framework, including conducting a whole school audit, to enable a primary school to successfully adopt the HPS principles. A partnership agreement was signed, between EACH Social and Community Health which is a local Community Health Centre and a primary school in the Eastern suburbs of Melbourne, in Australia. An audit was conducted of the school community with four follow up focus groups of students from grades 3 to 6. Qualitative data was gathered from 20 teachers at the school at a professional development day facilitated by the health promotion staff of the Community Health Centre. The results of the school audit identified that students in grades 3 to 6 and parents valued the outside environment of the school most highly. The staff valued staff attributes most highly. Suggestions from students to improve the school included improving the canteen and outside environment. Staff were most concerned about fitness of both the staff and the students. Parents also identified lack of healthy eating as a concern. The school community sees the value of adopting the HPS framework, however on-going structured support is required if the school is to successfully adopt the HPS approach. The school community needs to understand that the move toward cultural and environmental change is slow. Successful adoption of the HPS model requires time and collaboration. The emphasis needs to be on supporting teachers to change their school from within. Relationships are important.

Cancer prevention and health promotion for people with intellectual disabilities: an exploratory study of staff knowledge

As people with intellectual disabilities (ID) are living longer, their chances of developing cancer also increases. However, recognising the early signs and symptoms of cancer in a population with cognitive impairment and communication difficulties poses difficulties for both family carers and professional care staff. Engagement in health promotion and cancer prevention activities is also a challenge; yet, people with ID have an equal right to these important public services as other members of the population. The aim of this study was to examine how care staff engaged in cancer prevention and health promotion activities on behalf of people with ID. This was an exploratory descriptive study using a postal survey design employing a questionnaire. Fifteen residential facilities for adults with ID were targeted within one geographic region of the UK. In total, 40 residential staff completed a questionnaire about their knowledge of the risk and protective factors of stomach, breast, cervical and testicular cancer. Staff then completed questionnaires regarding 90 adults with ID, recording details about body mass index (BMI), lifestyle choices (i.e. smoking, dietary intake), Helicobacter pylori testing, family history of cancer and staff's health promotion and cancer prevention activities with these individuals. The women with ID were reported to have significantly higher BMIs than the men with ID and only two people with ID had been tested for the H. pylori infection: potential risk factors for developing breast and stomach cancer, respectively. The majority of the staff reported that they did not receive training in cancer prevention. Likewise, the majority of the staff reported that they were unaware of the family histories of the people with ID in their care. Reports varied with how staff engaged with people with ID regarding stomach, breast, cervical and testicular cancer health promotion activities and cancer screening opportunities. Findings of this study show that health promotion and cancer prevention activities for people with ID may be less than optimal. The importance of staff training in order to raise knowledge and awareness is highlighted. Educating both staff and people with ID about the early signs and symptoms of cancer and the importance of a healthy lifestyle as a protective factor may help lead to more informed healthier lifestyle choices and lower cancer risk and morbidity.

Health-promoting organization and organizational effectiveness of health promotion in hospitals: a national cross-sectional survey in Taiwan

To assess the organizational health-promotion (HP) status and its effect on the organizational effectiveness of HP in a national cross-sectional survey of all hospitals above the local community hospital level in Taiwan's hospitals, questionnaires were sent to 474 hospitals, of which 162 (34.18%) hospitals returned them and were rendered valid. The results of the organizational HP status reveal that the standardized overall score achieved is 76.26, suggesting that there is considerable room for improvement. The results of correlation analysis partially support the proposition of this study, suggesting that the higher the organizational HP status, the better the self-evaluated overall organizational and administrative effectiveness of its HP. When hierarchical multiple regression was performed, support for ownership (private hospitals), hospital accreditation grades (academic medical centers) and overall score of the Organizational Health of Hospital Assessment Scale were significant predicators of self-evaluated overall organizational effectiveness (F = 11.097, p < 0.01, R(2) = 0.369). Moreover, drafted annually, HP policies and plans and the number of staff HP training activities were found to partially mediate the relation between the organizational HP status, hospital characteristics and self-evaluated overall organizational effectiveness. The results contribute to clarify the conception of health-promoting hospital organizations and to identify a number of dimensions of health-promoting organizations related to the organizational effectiveness of HP in hospitals, which could allow hospitals to establish a healthier organization and more effective HP programs. This study also supplies the research field with important data and insights that can be used in future research.

Promoting positive body image among university students: A collaborative pilot study

The purpose of the present study was to pilot a prevention program designed to promote positive body image among university students. Thirty-seven undergraduate students from three Canadian universities were recruited to participate in the study. They were selected from a pool of students enrolled in a peer health education program facilitated by the university-based health promotion staff. Borrowing from the tenets of the non-specific vulnerability stressor model and the disease-specific social cognitive theory, the intervention focused on media literacy, self-esteem enhancement strategies, stress management skills and ways to recognize healthy versus unhealthy relationships. Separate ANOVAs revealed that participants reported significant improvements in body satisfaction and reductions in the internalization of media stereotypes between the baseline and post-program period. The program received a favorable response from the participating students, who appreciated the face-to-face format of the intervention, and from the university staff who expressed interest in embedding the strategies into their routine peer mentoring training activities. Limitations of the study and suggestions for future research are discussed.

Supported further education provision for people with long-term mental health needs: Findings from a survey of further education colleges and primary care trusts across the south east of England

Government policy has highlighted the need for inclusive education for people with long-term mental health needs. As a starting point, the aim of this study was to assess the extent to which further education (FE) colleges in the south east of England provide supported education for people with mental health needs, and the extent to which these organizations collaborate with local NHS primary care trusts (PCTs). Also, to assess the potential numbers of people who might benefit from fully inclusive educational provision needs assessment, together with the potential healthcare cost savings. A survey was conducted of 33 multi-faculty FE colleges and 49 PCTs via structured telephone interviews with nominated representatives, in order to collect quantitative and qualitative data of the provision of supported education provision for people with mental health needs. The FE survey enquired whether they had provision for people with mental health needs, and if so, the details. The PCT survey gathered data on their caseload of standard and enhanced clients for the population covered, and the extent to which they were aware of the benefits of learning on mental health. Only 15 FE colleges (45%) had some form of provision for students with long-term mental health needs, and only six PCTs (12%) provided an educational link co-ordinator. FE colleges with existing provision averaged 70 students per college, against an attainable potential target of 130 students per college. Encouragingly, cohorts of students with mental health needs were reported to have levels of 'retention', 'achievement' and 'success' rates that were comparable with students from the general population on mainstream courses--e.g. expected rates of around 85% retention, 75% achievement (of those retained), 65% success (overall from enrolled to achieving), with some 5% progressing to university and 12% into employment. On present levels of FE recruitment, there is a potential net saving to the taxpayer of 13 million sterling pounds in mental healthcare costs (around 50%) and if recruitment increased to projected levels, then the potential net saving to the taxpayer would be 26 million sterling pounds. The substantial estimated savings to the health budget not only shows that supported education provision in FE is effective in promoting mental health, it also indicates the high level of its cost-effectiveness. This research has implications for budget holders, health promotion staff and mental health teams working within a social model of health, and the collaborative use of resources to assist people recovering from or managing mental health difficulties in moving forward in their lives.

The binge drinking culture: Fact or fiction?

Aim: To explore drinking culture in young people and considers the strategies that might be employed to address this public health issue as well as the motives for binge drinking. Method: A mixed-methods research project in southern England employed a countywide survey and qualitative focus groups. Discusion in this article focuses mainly on the qualitative phase of the project, and presents data and ideas from the young people’s perspective. Results were compared with those of a recent national survey, and there was good cross-validation between the two. In this study, survey and focus group data largely complement one another too. Focus group interviews explored young people’s opinions about how interventions would need to change in order to be most effective. Results: The results indicate that most young people have experience of alcohol, typically taking their first full drink around the age of 13 years. Conclusions: Focus groups revealed the type of alcohol consumed by young people, and the sources from which it is obtained. Young people talked about where drinking takes place and some of the untoward consequences. The results show that young people have no difficulty in obtaining alcohol, and that current attempts to dissuade them from drinking are largely ineffective. The implications for health promotion staff, teachers and other stakeholders in the community are explored.

Building capacity for evidence-based practice in the health promotion workforce: evaluation of a train-the-trainer initiative in NSW

Evidence-based practice (EBP) is essential for effective health promotion practice, but not all health promotion staff have the required skills. In New South Wales this issue was addressed by implementing an EBP train-the-trainer (TTT) program to build workforce capacity. The success of the program was assessed through surveys completed by EBP-TTT participants and AHS participants of the disseminated EBP training activities. Ten formal EBP training activities were delivered in five of the eight NSW Areas, reaching a total of 133 practitioners. Participants reported significant improvements in their EBP knowledge and skills, and that these had been incorporated into their practice. A range of informal activities were also conducted. Barriers to delivery of training activities in the three remaining areas included resource restrictions, staff movement and organisational change, and insufficient confidence. The EBP-TTT program was an effective means of disseminating EBP knowledge and skills when the local 'training-team' felt sufficiently prepared and the Area Health Service was able to support local training activities.

An evidence base for mental health promotion through supported education: A practical application of Antonovsky's salutogenic model of health

Purpose This paper reviews the literature for evaluation studies that might fulfil the criteria of evidence-based medicine (EBM) in the specialism of ‘supported education for people with long-term mental health needs’, with a view to justifying the efficacy of these initiatives and attracting the associated funding. Design and methods A review of the literature was conducted for supported education evaluation studies that might fulfil the criteria of EBM. The methodologies of the studies found were examined both for appropriateness to the initiative being undertaken, and to what extent it complied with EBM. A recently developed and implemented evaluation methodology of supported education conducted over three years in a further education (FE) college (Morrison & Clift 2006) was then examined in the light of the above findings, with a view to attempting to overcome major difficulties and confirm outcomes. Results Currently, the literature has few examples of programme evaluations that meet EBM criteria, which might convince budget holders of the efficacy of supported education. However, those that are available have consensus in their findings of the positive outcomes and the associated causative reasons. For the future, a recently developed and implemented triangulated evaluation methodology, and using Antonovsky's short-form Sense of Coherence questionnaire (SOC-13) as a test, retest instrument, has been successful in answering the dichotomy of rigour with appropriateness, and issues of consistency of evaluation methods and reducing the multitude of measuring instruments found in present studies. Implications This research has government target implications for budget holders, health promotion staff and mental health teams working within the recovery model of health, in the collaborative use of resources to assist people recovering from or managing mental health difficulties to move forward in their lives. Conclusion This study offers an appropriate and rigorous methodology and test, retest instrument for a non-randomised control trial suitable for the social sciences, and especially for evaluating supported education initiatives, so that they can be properly validated and attract funding. It also supports the cost benefits of mental health promotion for those recovering from or managing their mental health needs.

Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature

Few evaluations of school health programs measure academic outcomes. K-12 education needs evidence for academic achievement to implement school programs. This article presents a systematic review of the literature to examine evidence that school health programs aligned with the Coordinated School Health Program (CSHP) model improve academic success. A multidisciplinary panel of health researchers searched the literature related to academic achievement and elements of the CSHP model (health services, counseling/social services, nutrition services, health promotion for staff, parent/family/community involvement, healthy school environment, physical education, and health education) to identify scientifically rigorous studies of interventions. Study designs were classified according to the analytic framework provided in the Guide developed by the Community Preventive Services Task Force. The strongest evidence from scientifically rigorous evaluations exists for a positive effect on some academic outcomes from school health programs for asthmatic children that incorporate health education and parental involvement. Strong evidence also exists for a lack of negative effects of physical education programs on academic outcomes. Limited evidence from scientifically rigorous evaluations support the effect of nutrition services, health services, and mental health programs, but no such evidence is found in the literature to support the effect of staff health promotion programs or school environment interventions on academic outcomes. Scientifically rigorous evaluation of school health programs is challenging to conduct due to issues related to sample size, recruitment, random assignment to condition, implementation fidelity, costs, and adequate follow-up time. However, school health programs hold promise for improving academic outcomes for children.

Methods: School Health Policies and Programs Study 2006

The School Health Policies and Programs Study (SHPPS) 2006 examined 8 components of school health programs: health education, physical education and activity, health services, mental health and social services, nutrition services, healthy and safe school environment, faculty and staff health promotion, and family and community involvement. All 8 components were assessed at the state, district, and school levels. Two components, health education and physical education and activity, also were assessed at the classroom level. Computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of school districts (n=538). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n=1103), with a nationally representative sample of teachers of required health education classes or courses (n=912), and with a nationally representative sample of teachers of required physical education classes or courses (n=1194). This article provides a detailed description of the development of the questionnaires; sampling; data collection; and data cleaning, weighting, and analysis. SHPPS 2006 is the largest and most comprehensive study of school health programs ever conducted. Fielding a study of this magnitude provides many challenges, and several recommendations for future studies emerged from the experience.

Faculty and Staff Health Promotion: Results From the School Health Policies and Programs Study 2006

US schools employ an estimated 6.7 million workers and are thus an ideal setting for employee wellness programs. This article describes the characteristics of school employee wellness programs in the United States, including state-, district-, and school-level policies and programs. The Centers for Disease Control and Prevention conducts the School Health Policies and Programs Study every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in 49 states plus the District of Columbia and among a nationally representative sample of school districts (n=445). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n=873). During the 2 years preceding the study, 67.3% of states provided assistance to districts or schools on how to develop or implement faculty and staff health promotion activities or services. Although nearly all schools offered at least 1 health promotion service or activity, few schools offered coordinated activities and services within a comprehensive employee wellness program. During the 12 months preceding the study, none of the health screenings were offered by more than one third of schools; only a few of the health promotion activities and services were offered by more than one third of schools; about one third of schools offered physical activity programs, employee assistance programs, and subsidies or discounts for off-site health promotion activities; and only 1 in 10 schools provided health-risk appraisals for faculty and staff. More schools should implement comprehensive employee wellness programs to improve faculty and staff health behaviors and health status.

Overview and Summary: School Health Policies and Programs Study 2006

The School Health Policies and Programs Study (SHPPS) 2006 is the largest, most comprehensive assessment of school health programs in the United States ever conducted. The Centers for Disease Control and Prevention conducts SHPPS every 6 years. In 2006, computer-assisted telephone interviews or self-administered mail questionnaires were completed by state education agency personnel in all 50 states plus the District of Columbia and among a nationally representative sample of districts (n=538). Computer-assisted personal interviews were conducted with personnel in a nationally representative sample of elementary, middle, and high schools (n=1103) and with a nationally representative sample of teachers of classes covering required health instruction in elementary schools and required health education courses in middle and high schools (n=912) and teachers of required physical education classes and courses (n=1194). SHPPS 2006 describes key school health policies and programs across all 8 school health program components: health education, physical education and activity, health services, mental health and social services, nutrition services, healthy and safe school environment, faculty and staff health promotion, and family and community involvement. SHPPS 2006 also provides data to monitor 6 Healthy People 2010 objectives. SHPPS 2006 is a new and important resource for school and public health practitioners, scientists, advocates, policymakers, and all those who care about the health and safety of youth and their ability to succeed academically and socially.

The relationship between school health councils and school health policies and programs in US schools.

This study analyzed data from the School Health Policies and Programs Study (SHPPS) 2000 to examine the relationship between school health councils and selected school health policies and programs. SHPPS 2000 collected data from faculty and staff in a nationally representative sample of schools. About two-thirds (65.7%) of US schools have school health councils. Schools with councils were significantly more likely than schools without councils to report policies and programs related to health services, mental health and social services, faculty and staff health promotion, and family and community involvement. Schools with councils were as likely as schools without councils to report policies and programs related to health education, physical education, and food service. Although school health councils are associated with the presence of some key school health policies and programs, a council does not guarantee a school will have all important school health policies and programs in place.