Healthy School Environment Research Articles

Improving Teacher Effectiveness Through Healthy School Environment in Nigeria

This study investigated Teacher Effectiveness Through Healthy School Environment in Nigeria. Healthy School Environment is said to be one of the most efficient strategies that a nation might use to prevent major health and social problems with the aim of improving teacher education to boost teaching and learning in schools. The instrument used to elicit information was a questionnaire designed by the researchers titled Teacher Effectiveness Through Healthy School Environment in Nigeria Questionnaire. The descriptive research design of the survey type was used for the study. The population of the study was all the teachers in Nigeria Secondary Schools. From this, a sample of four hundred and three teachers were selected using simple random sampling technique. Two research questions were raised and two hypotheses were formulated. The data collected were analysed using percentages, frequency counts and chi-square. The result of the analyses showed that water and sanitation are vital issues in improving teacher effectiveness. The result also show that security measures and safety of learners helps in the improvement of teaching and learning by ensuring punctuality, regularity in school attendance. Finally, nutrition helps learner to concentrate in the class. It was therefore concluded that government should ensure that regular washing of hands, drinking of clean water, punctuality and regularity in school attendance be considered as vital in the improvement of Teacher Effectiveness in Nigeria schools to enable optimal performance of the teachers in ensuring effective teaching and learning in the schools. Keywords : Teacher Effectiveness, School Environment, Nigeria DOI: 10.7176/JEP/12-3-22 Publication date: January 31 st 2021

Availability and advertising of sugar sweetened beverages in South African public primary schools following a voluntary pledge by a major beverage company: a mixed methods study

ABSTRACT Background: Towards the end of the 2017 school year, a prominent beverage company in South Africa pledged to remove their sugar-sweetened beverages (SSBs) and advertisements from primary schools in order to contribute to the realization of a healthy school environment. Objectives: To assess the availability and advertising of the company’s beverages in public primary schools in Gauteng province following their voluntary pledge to remove the products, and to explore perceptions of school staff regarding SSB availability in schools and processes related to the implementation of the pledge. Methods: In 2019, we conducted a representative survey of public sector primary (elementary) schools in Gauteng province, South Africa. A random sample of schools was drawn, with schools stratified by whether or not they charge fees. This was a proxy for the socioeconomic status of the locale and student body. At each school, the availability of beverages and presence of advertising or not was assessed by an observational audit tool and differences across fee status assessed by Pearson test. Semi-structured interviews were conducted with a purposive sample of school officials. Data from the interviews were coded and thematic analysis conducted. Results: Two years following a voluntary pledge, the company’s carbonated SSBs were available for sale in 54% (CI: 45–63%) of schools with tuck shops and advertised in 31% (CI: 25–39%). Qualitative interviews revealed a complex landscape of actors within schools, which, combined with indifference or resistance to the pledge, may have contributed to the continued availability of SSBs. Conclusions: Though we were unable to examine SSB availability before and after the pledge, our findings provide some preliminary evidence that voluntary pledges by commercial entities are not sufficient to remove SSBs and advertisements from schools. Mandatory regulations coupled with in-depth engagement with schools may be an avenue to pursue in the future.

Prevention of Sex-Based Harassment in K–12 Schools

Student sex-based harassment has a negative impact on individual students and on the school environment. This review of the literature describes the evolution of sex-based harassment from elementary through high school, clarifies the relationship between bullying and sex-based harassment, and summarizes the research-based system and individual factors that support the development of such harassment in schools. Based on the research, we recommend the adoption of a comprehensive planning process for prevention that addresses the factors that reinforce student sex-based harassment and supports the school’s bullying prevention efforts. School counselors can advocate for and play a leadership role in both developing and implementing a school-wide plan that includes needs assessment and evaluation. We offer suggestions for system-wide and individual interventions for school personnel and Tier 1–3 prevention and problem-solving interventions for students to support a healthy school environment free of sex-based harassment.

Assessment of US Public School District Policies for Pandemic Preparedness and Implications for COVID-19 Response Activities.

To describe school district preparedness for school closures and other relevant strategies before the coronavirus disease 2019 (COVID-19) pandemic. A stratified random sample of 957 public school districts from the 50 US states and the District of Columbia were surveyed between October 2015 and August 2016. The response rates for the questionnaires were as follows: Healthy and Safe School Environment, Crisis Preparedness Module (60%; N = 572), Nutrition Services (63%; N = 599), and Health Services (64%; N = 613). Data were analyzed using descriptive and regression techniques. Most school districts had procedures that would facilitate the implementation of school closures (88.7%). Fewer districts had plans for ensuring continuity of education (43.0%) or feeding students during closure (33.8%). The prevalence of continuity of education plans was lower in the Midwest than the Northeast (adjusted prevalence ratio [aPR] = 0.68; 95% confidence interval [CI]: 0.51-0.90). Presence of plans for feeding students was higher in high-poverty than low-poverty districts (aPR = 1.41; 95% CI: 1.01-1.99) and in large districts than small districts (aPR = 2.06; 95% CI: 1.37-3.09). Understanding factors associated with having comprehensive emergency plans could help decision makers to target assistance during the current COVID-19 pandemic and for future planning purposes.

EDUKASI DAN SOSIALISASI PENCEGAHAN PENYEBARAN COVID-19 PADA SISWA DAN GURU SEKOLAH MENENGAH PERTAMA BERBASIS USAHA KESEHATAN SEKOLAH (UKS) DI KECAMATAN BINJAI KABUPATEN LANGKAT, PROVINSI SUMATERA UTARA, TAHUN 2020

Pandemi coronavirus (COVID-19) ditetapkan sebagai Kedaruratan Kesehatan Masyarakat yang meresahkan dunia, masih banyak yang belum diketahui tentang virus penyebab COVID-19, tetapi secara umum virus ini ditularkan melalui kontak langsung dengan percikan dari saluran napas orang yang terinfeksi (yang keluar melalui batuk dan bersin). Orang juga dapat terinfeksi karena menyentuh permukaan yang terkontaminasi virus ini lalu menyentuh wajahnya (misalnya mata, hidung, mulut). Usaha Kesehatan Sekolah (UKS) merupakan program kesehatan yang dilaksanakan di tingkat sekolah. Kegiatan pokok UKS dilaksanakan melalui pendidikan kesehatan, pelayanan kesehatan dan pembinaan lingkungan sehat sekolah dengan sasaran primer peserta didik, pendidik, tenaga pendidik dan masyarakat sekolah. Upaya menjaga kesehatan bisa dimulai dari lingkungan sekolah yang menekankan pada perubahan perilaku. Oleh karena itu program UKS ini penting karena memuat pendidikan kesehatan sejak dini. Tujuan pengabdian masyarakat ini adalah memberikan edukasi dan sosialisai pencegahan penyebaran virus COVID-19 pada guru dan siswa dengan berbasis UKS di SMPS Amanah Kecamatan Binjai Kabupaten Langkat. Sebelum diberikan edukasi terlebih dahulu dilakukan penilaian tentang perilaku pencegahan COVID-19 yang sudah mereka laksanakan dengan menggunakan kuisioner yang telah valid. Kemudian dilanjutkan dengan kegiatan edukasi. Metode edukasi yang dilaksanakan adalah dengan cara ceramah dan diskusi tentang pencegahan COVID-19 dan simulasi penggunaan masker yang tepat, setelah itu diminta beberapa peserta mempraktekannya dan disaksikan oleh peserta lainnya. Diharapkan dengan adanya pengabdian masyarakat ini siswa dan guru bertambah pemahamannya dan dapat melakukan pencegahan COVID-19 baik bagi diri sendiri maupun pencegahan di masyarakat.

Optimalisasi program usaha kesehatan sekolah untuk kesehatan mental siswa

Health and education are important factors in the sustainability of a country. Health is not only physical health but also mental health is very important to maintain its quality. Student mental health is a condition without mental disorders, health because of stress, so it can play a role in life. The method used in this article is literature review. This study seeks to uncover how school health efforts are as effective programs to promote school-based mental health. Kajin results show that a planned and measured health business program can be a means of promoting school-based mental health. The UKS program is health education, health services, and fostering a healthy school environment. An effective and efficient UKS program is supported by strong leadership and cooperation across related sectors. This is supported by three forces namely, institutions, cognitive frames, and social networks.

A school-based intervention for a better future: study protocol of Sintra Grows Healthy

BackgroundPreventing childhood obesity is a public health challenge of the twenty-first century and it must be a priority. Governments play a major role in creating and supporting a healthy school environment and should prioritise actions to improve children’s health. Sintra Grows Healthy aims to promote healthy lifestyles to prevent childhood obesity and improve children’s health-related quality of life and social and emotional skills, through the development of a school evidence-based and sustainable model.MethodsThis protocol describes a quasi-experimental design and community-based participatory research. The participants included in the study are the school community of Portuguese public primary schools from the municipality of Sintra. Data will be collected on demographic and socio-economic characterization, nutritional status, eating habits and behaviours, physical activity, sedentary behaviours and sleep, health-related quality of life, and social and emotional skills.DiscussionThere is evidence to support interventions in school settings as strategies for obesity prevention. Up-to-date homogeneous and community-based interventions for preventing childhood obesity are lacking, therefore Sintra Grows Healthy intends to fill this gap. Furthermore, Sintra Grows Healthy aims to contribute with relevant scientific findings that will allow the development of better strategies for policymakers and society to manage this major public health problem.

Water, Sanitation and Hygiene (WASH) Systems of Selected Schools in Southren Ethiopia

BackgroundAlthough efforts had made to support Universal Primary Education policies implementation in Ethiopia, less consideration was given to the important contribution of clean and healthy school. This study aimed at assessing WaSH systems of primary second cycle schools in Bensa district, Southren Ethiopia, from January 2018-March 2018.MethodsA school based cross-sectional study was conducted employing muti-stage sampling method composed of schools, school principals and school children. Accordingly, 8 randomly selected schools & principals for in-depth study, and 422 randomly sampled students from grades 5th-8th. Data were collected by questionnaire, interview, focus group discussion and observation. For qualitative part, key informants were interviewed using semi structured questionnaire on schools WaSH facilities, utilization and management. Data were processed & analyzed using spreadsheet database developed for this survey.ResultsThe result showed all schools were unable to get water all the times and 37.5% of them got water from unprotected sources. Almost all indicated that their water supply not tested for its quality. On-site observation showed that no schools had hand washing facility near latrine. Latrine student ratios were below the limit of national standard. More than half of them observed to have unclean latrines and feces had seen on the floor. Almost all schools had no maintenance plan for their WSS facilities. The level of attention given by schools and local government for school WaSH was low. Financial capacity, inter-sector and stakeholder cooperation and harmonization were also very weak.ConclusionsThe study result revealed that school WaSH facilities and its management, and sanitation and hygiene conditions had got various shortcomings. Hence, school WaSH facilities, sanitation and hygiene conditions primarily require due attention and commitment of stakeholders to realize a healthy school environment.

Energy Cost for Effective Ventilation and Air Quality for Healthy Buildings: Plant Proposals for a Historic Building School Reopening in the Covid-19 Era

The COVID-19 pandemic has changed the engineering/technical approach to building and plant design. In Italy, most of the school heritage belongs to historical buildings, which are not only under constraints for the protection and prevention of loss of cultural heritage but are often created with a different intended use. This fact implies that any plant engineering project is really complex. Starting from the current sanitary measures for reopening during the Covid-19 era and the crucial current research on this matter, the feasibility of plant retrofit/refurbishment solutions by means of effective ventilation and air quality are investigated. Various plant solutions based on demand-controlled mechanical ventilation, operating 24 h a day, seven days a week, without air recirculation mode, for a historical high school building were studied using transient simulations. A result comparison showed that it is possible to obtain healthy school environments by means of an optimal compromise between energy savings and the best ventilation conditions for indoor air quality (IAQ). Sustainability is understood as effective and efficient solutions for energy consumption reduction and environmental sustainability as a guarantee for people’s safety and wellbeing.

Promoting Healthy Eating among Young People—A Review of the Evidence of the Impact of School-Based Interventions

Intro: Globally, the prevalence of overweight and obesity is increasing among children and younger adults and is associated with unhealthy dietary habits and lack of physical activity. School food is increasingly brought forward as a policy to address the unhealthy eating patterns among young people. Aim: This study investigated the evidence for the effectiveness of school-based food and nutrition interventions on health outcomes by reviewing scientific evidence-based intervention studies amongst children at the international level. Methods: This study was based on a systematic review using the PRISMA guidelines. Three electronic databases were systematically searched, reference lists were screened for studies evaluating school-based food and nutrition interventions that promoted children’s dietary behaviour and health aiming changes in the body composition among children. Articles dating from 2014 to 2019 were selected and reported effects on anthropometry, dietary behaviour, nutritional knowledge, and attitude. Results: The review showed that school-based interventions in general were able to affect attitudes, knowledge, behaviour and anthropometry, but that the design of the intervention affects the size of the effect. In general, food focused interventions taking an environmental approach seemed to be most effective. Conclusions: School-based interventions (including multicomponent interventions) can be an effective and promising means for promoting healthy eating, improving dietary behaviour, attitude and anthropometry among young children. Thus, schools as a system have the potential to make lasting improvements, ensuring healthy school environment around the globe for the betterment of children’s short- and long-term health.

Indoor air quality at school and students' performance: Recommendations of the UNESCO Chair on Health Education and Sustainable Development & the Italian Society of Environmental Medicine (SIMA).

The issue of indoor air quality (IAQ) concerns 64 million students across Europe, but it is still a neglected topic, although it impacts both their health and learning outcomes. Classroommicroclimate is the first key factor determining a healthy or unhealthy school environment, and it is influenced by ventilation, temperature and humidity rate. Classrooms are usually crowded, overheated and poorly ventilated, thus resulting in possible increases of carbon dioxide (CO2), that can cause several problems when its concentrations exceed the value of 0.15 percentage volume of CO2 (1500 ppm) or even at lower levels (1000 ppm). CO2 can also arise from outside the school, being widely produced by the combustion of fossils or road traffic. Anthropogenic activities are responsible for the emission of nitrogen dioxide (NO2) and polycyclic aromatic hydrocarbons(PAH) too, which represent other possible external contaminants potentially impairing IAQ. Furtherdangerous exposures for students’ health are those related to natural emission of gas Radon, which typically accumulates in poorly ventilated classrooms, and volatile organic compounds (VOCs, released by building materials, paints, furnishings, detergents), while chemicals substances (i.e.cyanoacrylate, lead, cadmium, nickel) might be contained in school materials. Finally, particulate matter (PM2.5 and PM10) originating from road traffic, domestic heating or industrial activities represent additional possible contaminants impacting schools’ air quality. Poor IAQ might result in mild adverse events (i.e. headaches, nausea etc.) or cause respiratory problems. More frequently, IAQ affects students’ attention and their school performances, as widely documented by many studies. Standardized tests administered to pupils exposed to poor IAQ (to assess reading and mathematical abilities) systematically result in worse outcomes compared to students staying in healthy classroom environments. In this paper, we present recommendations of UNESCO Chair on Health Education and Sustainable Development and Italian Society of Environmental Medicine(SIMA) to ensure an optimal IAQ at school, including some post-COVID-19 issues.

A quantitative assessment of school environment as viewed by teachers

BackgroundThere is evidence suggesting that the school environment does have prominent contributions to the rise of childhood obesity. AimThe objective of this study was to assess the school environment by interviewing the teachers and compare the school environment score between rural and urban schools in Terengganu, Malaysia. MethodsThirty-two teachers from 16 primary schools in Terengganu were interviewed using a set of validated Malay version “School Environmental Mapping” questionnaire. A total of 76 items consisting of four domains of school environment factor: physical (what is available) with 41 items; economic (what the costs are) with nine items; political (what the rules are) with nine items; and socio-cultural (what the attitudes and beliefs are) with 17 items. Every item was questioned using an initial closed question followed by an open question when the criteria were not met or need further information regarding those particular items. ResultsThe present study revealed that the school environment of school in state of Terengganu is still low and not satisfied. Based on the schoolteacher's information and observation, there are significant barriers to promoting healthy eating and physical activity at school e.g. limited financial and budget allocation; lack of school facilities; lack of manpower to organise and monitor the programme; lack of participation and cooperation from parents; and no enforcement and serious action from authorized personnel on street hawkers near the school. This is reflected by the score achieved for 16 schools in Terengganu was only 63.05%. The political environment indicated the highest score among the domains, which was 77.78%, whereas, the lowest score was an economic environment (50.00%). Upon comparing between the urban and rural areas, the present study reported that there was a significant difference between school settings (p < 0.001) for an overall school environment, in which the rural areas had a significantly higher score than urban counterparts (64.86% vs 59.34%, p < 0.001). For each domain of the school environment, the findings showed that only two domains (physical and political environment) were significantly different between school settings. ConclusionThis study revealed that the level of a healthy school environment among schools in both settings is still not satisfied. Addressing the obesogenic elements of school environments is one of the strategies in prevention since the school environments exert a great influence on children's behaviour.

Association between the school environment and children's body mass index in Terengganu: A cross sectional study.

With the on-going interest in implementing school policies to address the problem of childhood obesity in Malaysia, there is urgent need for information about the association between school environment and children’s weight status. This study aims to investigate the association between school environmental factors (physical, economic, political and sociocultural) with BMI of school children in Terengganu. The school environment factors were assessed using a set of validated whole-school environmental mapping questionnaires, consisting of 76 criteria with four domains; physical environment (41 criteria), economic environment (nine criteria), political environment (nine criteria) and sociocultural environment (17 criteria). This involved face-to-face interview sessions with 32 teachers from 16 schools (eight rural and eight urban). In addition, 400 school children aged between 9 and 11 years of the selected schools were assessed for BMI (WHO 2007 reference chart), dietary intake (food frequency questionnaire (FFQ)) and physical activity level (physical activity questionnaire for children (PAQ-C)). Multiple regression was used to examine the association between school environment factors and BMI of the school children. Seven school environment criteria were found to be associated with BMI of school children when it was adjusted for calorie intake and physical activity level. About 33.4% of the variation in BMI of school children was explained by health professional involvement, simple exercise before class, encouragement to walk/ride bicycle to/from school, no high-calorie food sold, healthy options of foods and drinks at tuck shop, availability of policy on physical activity and training teacher as a role model. Policy makers should make urgent actions to address the obesogenic features of school environments. It should strive towards setting up healthy school environment and improving school curricula to promote healthy behaviours among the school children.

Prevalence and Prevention Strategies of Violence in Special Schools: A Quantitative Survey

This study was carried out to identify the opinions of students with hearing impairment and their teachers about prevalence of violence in special schools. This research was quantitative in nature and descriptive research method was used to conduct the study. The population of the study comprised students with hearing impairment (SWHI) and their teachers working in public sector schools. Researchers selected 60 students with hearing impairment studying at elementary level (males= 23, females= 37). A sample of 100 teachers were also taken from schools working in Lahore. On the basis of literature review, two structured questionnaires with close ended options were developed. The estimated reliability of teachers’ questionnaire was Cronbach alpha 0.82 and of students’ questionnaire (Cronbach alpha 0.85). Researchers personally visited schools to collect data from students whereas data from teachers were collected through telephone and email. Frequency percentages, mean and standard deviation were used for data analysis. The results of the study indicated that most of students with hearing impairment used to experience non- verbal violence and feel scary before and after school time. Teachers reported that students used to threaten one another, damage school property or personal items. They used abusive language. Schools had taken many initiatives to create healthy and safe environment i.e, appointing security guards to control access to school buildings, increasing monitoring by applying rules and regulations and involving students in conflict resolving activities. However, training teachers, counselling, student tutoring and mentoring are required for healthy school environment.

Monitoring Kepatuhan Peraturan Kawasan Tanpa Rokok di Lingkungan Sekolah Kota Yogyakarta

Background: Smoke-Free School (SFS) policy have been implemented since 2015. These regulations include elementary schools, junior high schools, senior high schools and vocational high schools both private and public. SFS policy aims to create a clean, healthy and smoke-free school environment. Beside, SFS policy is the only effective way to protect the community (school residents) from the dangers of smoke, but the regulation has not been fully implemented by schools in the city of Yogyakarta. This study aims to describe the compliance of SFSP in schools throughout the city of Yogyakarta and the challenges of implementing these regulations. Method: This study used a quantitative method with cross-sectional survey design and observation. The population in this study were all schools in the city of Yogyakarta including elementary, middle and high school or vocational schools. Total samples were 162 schools. The sampling technique used the Proportional Stratified Random Sampling method. Data was collected through one survey and analyzed descriptively using a computer system. Results: input indicators of SFS policy: 89.5% of schools in the Yogyakarta city already have a written policy; 88.3% of schools already have promotional media about smoking bans, 66% of schools already have personnel who monitor SFS policy; Process indicators of SFS policy: 88.9% had already received SFP socialization directly. Output indicator of SFP: there are 146 (90.1%) smoke-free schools in Yogyakarta. Barriers to the implementation of SFS policy include smoking behaviour of school residents, lack of ability to conduct assertiveness, environment and school policies have not to support SFS. Conclusion: The level of school compliance with SFS in the city of Yogyakarta is high. Socialization of SFS needs to be carried out continuously, especially for pickers (parents) and giving a strict sanction for those who violate SFS policy.

Health in the school: perceptions of being adolescent

to understand adolescents' perceptions on school health. qualitative and descriptive research grounded on Maurice Merleau-Ponty's phenomenology, which was developed with 90 adolescent students from a federal school of the state of Rio de Janeiro. Data were produced by gathering answers to the following question: what is your perception on school health? Those who chose to write their answer to the guiding question deposited the manuscripts in polls. school health is linked to hygienist practices and to the hegemonic assistentialist model. Nevertheless, we assigned senses and meanings to the practice of physical activity and health education by integrating and expanding behavioral strategies and healthy habits. a healthy school environment implies the protagonism of adolescents in school health promotion actions.

Evaluación de la implementación de la estrategia escuela saludable en zona rural de Ibagué: estudio de casos.

La escuela es un espacio privilegiado de promoción de la salud, en Colombia se desarrolla la estrategia escuela saludable como una herramienta integradora de políticas en salud en el ámbito escolar. Objetivo: el estudio busca evaluar la implementación de la estrategia escuela saludable en el contexto rural del municipio de Ibagué. Materiales y métodos: la evaluación de la implementación se realizó mediante la construcción de un modelo lógico y la definición de criterios evaluativos en relación con los ambientes saludables, las políticas públicas y planes para la escuela saludable, la participación social, el empoderamiento y la educación para la salud. Se evaluaron un total de 93 escuelas rurales, la información fue levantada mediante cuestionarios a los responsables de las escuelas y a través de entrevistas a los gestores de salud. Resultados: se identificaron problemáticas sanitarias y ambientales en las escuelas asociadas a las carencias de la ruralidad, falta de articulación del sector salud y educación, baja participación social, la educación enfocada a la prevención de la enfermedad. Conclusión: promover los entornos escolares saludables en la ruralidad requiere de un marco legal nacional y local que garantice la actuación estatal, la intersectorial, la participación efectiva del sector educativo, la renovación de la salud y que promueva intereses y voluntades político, sociales y administrativas.

Physical Activity and Leisure in the Daily Life of Nursing Students

The aim of this paper was to describe the routine of Brazilian nursing students, identifying the activities that are part of their daily life, highlighting how much time they dedicate for physical activity practice in their leisure time. The participants of this cross-sectional study were 141 nursing students from a public university in the State of Sao Paulo. Data were collected using a sociodemographic questionnaire, three closed questions about physical activities and one open question in which the students described their daily life activities. For analysis, we used the chi-squared-test and content analysis. Although academic, household and work activities take up most of the students’ week, some dedicate a portion of their daily live to enjoy leisure periods with physical activities, sedentary behavior and sociocultural activities. Some options of activities seem to be related to Brazilian cultural aspects that are pointed out in this paper. Some recommendations were made, aiming at improving the health of students as well as the importance of a healthier school environment.

Teachers Perspectives on Headteachers Mistreatment: Exploring the other Side of the Coin

Treating teachers appropriately is considered extremely important for promoting a healthy and effective school environment. The present research predominantly focused on headteachers professional behaviour towards teachers in an attempt to explore teachers unheard voices. A phenomenological approach was employed to uncover teachers experiences of how they are treated by the headteachers in schools. Fifteen teachers were purposively selected from public and private schools of an administrative division in the province of Punjab, Pakistan. The participants were interviewed using a semi-structured interview guide. The underlying themes were explored through a thematic analysis of the text. The emergent themes include teacher-head teacher interaction, authoritative in the meetings, favouritism and biases, ignoring staff members, hurting self-respect and frustration and isolation. The study has implications for school improvement and further research on headteachers experiences that lead them to a certain type of behaviour towards teachers.

SCHOOL EMPOWERMENT AS AN ENVIRONMENT LEARNING RESOURCE THROUGH WASTE MANAGEMENT TO ACHIEVE SUSTAINABLE DEVELOPMENT GOAL 12 (SDG'S): RESPONSIBLE CONSUMPTION AND PRODUCTION

The deteriorating of environmental conditions nowadays is the environmental quality degradation impact caused by human activities that do not consider continuity and environmental sustainability. Therefore, human quality becomes a major issue and has an important role in the efforts of saving the environment. Competences in the field of knowledge, skill and attitude about the environmental issues is necessarily need by a whole of life in order to take a part in the efforts of conservation. School empowerment as an environmental learning resource through waste management is one of the efforts that could be gave to the students to increase environmental awareness. Learning resources are resources that can be utilize for the sake of teaching and learning process, either directly or indirectly, in parts or in whole. Environmental education is an educational program to foster students to have a rational understanding, awareness, attitude, and behavior that is responsible for the nature of sustainable development. Through these efforts, it is to be expect to create a clean, beautiful, comfortable, healthy and unobtrusive school environment and the whole of school society behavior who are more concerned about the environment. They are not only knowing it but also be able to apply it in daily life. The main activities aimed to embody the school as an environmental learning educational resource.