Healthy Schools Research Articles

Total Transformative Learning Model in Child-Friendly School

This study aims to analyze about; 1) the profile of child-friendly schools in Indonesia, 2) the child-friendly school management model, and 3) the challenges of implementing child-friendly-based management models. A case study qualitative approach with a multi-site design is used in this study. The sites studied selected child-friendly schools representing various levels in Indonesia to obtain comprehensive data. The results showed that the management of child-friendly schools was carried out according to the process, namely planning, organizing, implementing, and supervising the implementation of safe, comfortable, healthy schools, free from acts of violence and discrimination, free to express opinions and participate in making decisions according to their capacity achievement of educational goals. Although the management model developed has different approaches and styles, it refers to a holistic management model that integrates the Total Quality Management Model and the Total Transformative Learning Model. Its main characteristics are sustainable development, growing awareness, and how collegial works. Meanwhile, the challenges faced in implementing Child-Friendly Schools are related to efforts to raise awareness of school residents and parents in forming a mindset according to the Child-Friendly School concept.

Evaluation of the Adiwiyata Program at Junior High School 23 Palembang

This study aimed to analyze the evaluation of the Adiwiyata program at State Junior High School 23 Palembang. This type of research is field research carried out in the scene or the place where the symptoms being investigated occur. This research approach uses a qualitative approach. Data collection techniques using observation, interviews, and documentation. The data analysis technique used is data analysis technique according to Miles and Huberman, namely data reduction, data presentation, and verification. Evaluation of the Adiwiyata program at State Junior High School 23 Palembang focused on using the CIPP (Context, Input, Process, Product) evaluation. Supporting factors for the Adiwiyata program at 23 Palembang Junior High School, namely 1) a large schoolyard for planting and gardening; 2) the presence of ornamental plants; 3) availability of water channels; 4) availability of waste bank; 5) greenhouse; 6) the presence of a clean water tank; 7) schoolyard using paving blocks; 8) budget funds from the government for the Adiwiyata program; and 9) school residents work together. The factor that hinders the implementation of the Adiwiyata program at SMPN 23 Palembang is the COVID-19 pandemic, where students cannot participate in the Adiwiyata program activities at their schools. In addition, students lack awareness of the environment, so teachers must provide education and socialization to them about Adiwiyata to create healthy schools that care about the environment.

Les écoles-santé aux Pays-Bas : un dispositif sur mesure

Aux Pays-Bas, les activités visant à promouvoir un mode de vie sain dans les écoles ont été lancées à la fin du siècle dernier. En 2004, le programme national des « écoles-santé » a été introduit. Il est coordonné au niveau national par les secteurs de la santé et de l’éducation et mis en œuvre au niveau local par les services régionaux de santé publique. La mise en œuvre et l’extension d’un programme national sont un processus à long terme. Le programme doit être adaptable et conçu sur mesure pour répondre aux besoins et aux priorités de chaque école. Des recherches ont récemment été lancées sur l’impact et l’efficacité du programme.

What are the environmental factors that affect implementation of the Manchester Healthy Schools programme? A qualitative exploration of staff perspectives

ObjectivesPrimary/elementary schools are crucial settings for early weight management interventions but effects on children’s weight are small. This may be because the environments in which these schools are situated support...

THE IMPLEMENTATION OF A CLEAN AND HEALTHY LIFESTYLE ON YOUNG CHILDREN AT PRIMA SAKINAH KINDERGARTEN

A Clean and Healthy Lifestyle needs to be accustomed from an early age so that children are maximally stimulated and away from disease. The purpose of this study was to find out in detail the clean and healthy lifestyle program implemented by Prima Sakinah Kindergarten and its supporting sanitation facilities and infrastructure. Prima Sakinah Kindergarten is one kindergarten that has implemented a Clean and Healthy Lifestyle Habituation program since 2003. Prima Sakinah Kindergarten also won first place in Healthy Schools at the Mustika Jaya district level, Bekasi. It became one of the early childhood education institution-level driving schools representing Bekasi. The method used in this research is naturalistic qualitative with data collection and data analysis using interview, observation, and documentation studies. The research subjects were 25 students of Prima Sakinah Kindergarten. Prima Sakinah Kindergarten implements the Clean and Healthy Lifestyle program well. The program includes washing hands with soap and running water, habituation of tooth brushing, urinating and defecating in the latrine, clipping nails, eating healthy, balanced, and nutritious food, water therapy, giving milk, disposing of garbage in its place, and sorting out waste, physical activity, and monitoring children's growth.

THE IMPLEMENTATION OF A CLEAN AND HEALTHY LIFESTYLE ON YOUNG CHILDREN AT PRIMA SAKINAH KINDERGARTEN

A Clean and Healthy Lifestyle needs to be accustomed from an early age so that children are maximally stimulated and away from disease. The purpose of this study was to find out in detail the clean and healthy lifestyle program implemented by Prima Sakinah Kindergarten and its supporting sanitation facilities and infrastructure. Prima Sakinah Kindergarten is one kindergarten that has implemented a Clean and Healthy Lifestyle Habituation program since 2003. Prima Sakinah Kindergarten also won first place in Healthy Schools at the Mustika Jaya district level, Bekasi. It became one of the early childhood education institution-level driving schools representing Bekasi. The method used in this research is naturalistic qualitative with data collection and data analysis using interview, observation, and documentation studies. The research subjects were 25 students of Prima Sakinah Kindergarten. Prima Sakinah Kindergarten implements the Clean and Healthy Lifestyle program well. The program includes washing hands with soap and running water, habituation of tooth brushing, urinating and defecating in the latrine, clipping nails, eating healthy, balanced, and nutritious food, water therapy, giving milk, disposing of garbage in its place, and sorting out waste, physical activity, and monitoring children's growth.

Using predicted marginal effects to assess the impact of rurality and free and reduced lunch eligibility on a school-based nutrition intervention

PurposeTo estimate the impact of a school-based nutrition education intervention in rural schools and schools with high free and reduced lunch (FRL) eligibility rates. MethodsAs part of the evaluation of the Healthy Schools Healthy Students intervention, 20 schools were randomized to control and intervention conditions. Pre (October 2017) and posttest (April 2018) data were analyzed using multi-level linear regression models to estimate the intervention effect for multiple outcomes controlling for school-level demographic characteristics. We report the predicted marginal effect overall and specifically for rural; high FRL; and rural, high-FRL schools. ResultsWe observed at least one significant intervention effect for food group knowledge, liking to eat fruit, beliefs about how healthy fruits are, non-taste test fruit preferences, liking to eat vegetables, beliefs about how healthy vegetables are, and taste test vegetable preferences. We observed differential intervention effects for all outcomes except taste test vegetable preferences based on rural and high-FRL status. ConclusionsInterventions do not necessarily have the same impact on all participants. Sub-analyses can reveal these important differential effects, as they have important implications for policymakers, program implementers, and evaluators. Resources and interventions should be allocated where they will have the greatest impact.

Healthy sleep for healthy schools: A pilot study of a sleep education resource to improve adolescent sleep.

Insufficient sleep and unhealthy sleep practices in adolescents are associated with significant health risks. Sleep education programs in schools aim to improve sleep behaviour. A new eLearning sleep education program, Healthy Sleep for Healthy Schools (HS4HS), was developed focused on these goals and is distinguishable from other sleep education programs because it is delivered by teachers, making it more sustainable and adaptable for schools. We aimed to evaluate if HS4HS would improve student sleep knowledge, healthy sleep practices, sleep duration and reduce sleepiness. We also aimed to understand if this intervention could be successfully implemented by trained teachers. Teachers trained in sleep delivered HS4HS to 64 South Australian students in year 9 (aged 13-14years) over 6weeks during regular school curriculum. A sleep education survey assessing sleep patterns (such as healthy sleep practices, time in bed and sleepiness), and a sleep knowledge questionnaire was completed pre- and post-HS4HS delivery. Evaluations were also completed by teachers. Sleep knowledge and healthy sleep practices significantly improved post intervention. Time in bed on both school days and weekends increased slightly and sleepiness decreased slightly, but these changes were not statistically significant. Teachers found the program useful, comprehensive and easy to incorporate into their curricula. After short training, teachers can deliver sleep education during class and improve sleep practices in their students. This suggests that this program may offer potential as an effective and useful resource for teachers wanting to include sleep health in their curriculum. SO WHAT?: Sleep is the foundation of good health and teachers can promote and integrate sleep education into their curricula for the first time with this online teacher focussed program, which has the potential to be a sustainable sleep health promotion resource.

Non-profit Coordinated School Health Program Achieves Student Outcomes in Both Beginning and Experienced Schools

Objective: The purpose of this study was to determine the efficacy of an ongoing health promotion program to sustain student outcomes over an extended period, and to determine if student outcomes are affected by the schools’ duration of program participation. Methods: The repeatmeasures study used secondary data from Healthy Schools Oklahoma for School Years 2016-2019. FITNESSGRAM assessed changes in student fitness levels (N = 12,219); an electronic health survey assessed changes in knowledge and behaviors (N = 6840). McNemar tests examined change in the proportion of students reaching the healthy fitness zone (HFZ) for 6 FITNESSGRAM tests, and the proportion of students with accurate knowledge or meeting dietary and physical activity recommendations. Poisson regression tested for change in student outcomes based on duration of program participation. Results: The proportion of students reaching HFZ increased for 5 of 6 fitness tests (p ≤ .004) and with accurate nutrition and physical education knowledge (p ≤ .009). We found statistically significant main effects for outcomes (p ≤ .016) and duration (p ≤ .030); there was no effect for the interaction. Conclusion: Students achieved similar gains in outcomes regardless of the schools’ duration of program participation.

Editorial: Inclusive Healthy Schools

Editorial: Inclusive Healthy Schools

Editorial: Inclusive Healthy Schools

Editorial: Inclusive Healthy Schools

The Power of Patient Stories to Inspire Us to Prevent Cardiovascular Disease and Death: Personal Reflections on the AHA's Scientific Sessions 2021.

The Power of Patient Stories to Inspire Us to Prevent Cardiovascular Disease and Death: Personal Reflections on the AHA's Scientific Sessions 2021.

A vision for teachers’ emotional well-being

The COVID-19 pandemic has provided educational stakeholders with an opportunity to reflect on our visions for healthy schools and how we can best organize schools to support these visions. Kristabel Stark, Neesha Daulat, and Simon King explain why teachers’ emotional well-being matters for the health of school organizations and why the nature of teachers’ emotional well-being is often misunderstood. They then share the findings of a qualitative study in which they interviewed nine educators who are leading a re-envisioning of teacher well-being in their schools and districts. They conclude with ideas for how schools can shift their organizational cultures to better support teachers’ emotional well-being.

The Role of Technical Assistance in School Wellness Policy Enhancement.

School settings offer an opportunity to impact student health and wellness. Quality wellness policies are important in establishing strong wellness environments, but current resources to support policy development, maintenance, and dissemination are lacking. The Building Healthy Schools Program aimed to develop capacity of school districts to improve the strength and comprehensiveness of wellness policies and sustain these activities. Fifteen school districts in Pennsylvania participated in a program to facilitate the improvement of district wellness policies and practices. Program staff provided technical assistance to evaluate wellness policies before and after program implementation. Professional development and tailored training was provided for school personnel to create sustainability. Statistical analysis was performed to evaluate policy improvement. Thirteen of the 15 participating districts completed a policy revision. Median strength (p=.001) and comprehensiveness (p=.002) scores improved from baseline to post-program and there were significant improvements in most assessment sub-sections. Some districts were hesitant to make strong language improvements due to their limited capacity (ie, staff) for implementation. Champions (n=13; 87%) reported confidence to revise wellness policy language independently in the future. Technical assistance provided to districts facilitated significant improvements to wellness policy language, especially in the implementation, evaluation, and communication; critical components for policy impact on school wellness environments. In addition, participant feedback suggested an ability to sustain activities in the future. Both external (ie, technical assistance) and internal resources are needed to facilitate school districts' ongoing wellness policy improvement and implementation, including improved model wellness policy language and enforcement within schools, respectively.

Saúde do trabalhador docente e pesquisa: sujeito ou objeto, raramente afeto

Abstract The article presents the construction of a strategy for research in worker’s health, according to the profound desire to say, about the workers, focusing on the basic education teacher. It discusses aspects of the research that point to the subject or object of investigation, suggesting the power of affecting and being affected as a relevant opportunity of qualitative research. A level of affections is constituted more as a difference between what is lived in common and identity representations than a lived experience or a representation. The article reports part of an ongoing doctoral thesis in education, which uses narratives of teaching, supported by writing of the self, as well as life stories, in the manner of “escrevivências” (“writtenlived”) and that, in an original way, appeared as “escreversões” (“writtenversions”). The referential to find the active doing of teaching comes from the activity clinic. The proposal was named as “co(m)texts of the teaching work: suffering and joy in school teaching” and has been under experimentation since 2019. The situations of affective engagement are a necessary factor to persevere in teaching; it is at this point where lies resistance and creation, but above all the ability to fight for a better and healthier school, teaching and the political construction of school education.

Community Empowerment To Improve Clean And Healthy Living Behavior [Chlb]: An Action Research

Efforts to change people's behaviors to support the improvement of health status are carried out through the Clean and healthy living behavior (CHLB) development program. Although this program has been implemented by the Ministry of Health in Indonesia since 1996, CHLB implementation has not run optimally. Evaluation of CHLB development's success is carried out by looking at CHLB indicators, one of which is in the school setting. CHLB at school is an activity to empower students, teachers, and the school community to adopt a healthy lifestyle to create healthy schools. This study aims to increase the students' knowledge, attitudes, and actions regarding CHLB in Madrasah Diniyyah, Al Islam Educational Institution, Talang Aur Village, Ogan Ilir Regency, South Sumatra Province.The study uses action research. This activity is carried out by providing communication, information, and education (KIE) regarding CHLB. In addition, we offer knowledge tests about CHLB and demonstrations by practicing how to wash hands correctly and adequately using clean water and soap to increase students' understanding of CHLB activities. This study emphasizes the importance of socializing clean and healthy life early through integrating learning programs in schools. The results showed an increase in the target audience's knowledge, attitudes, and actions about CHLB. The benefits of CHLB in schools include creating a clean and healthy environment, improving the teaching, and learning process, and making students, teachers, and the school environment healthy.

Physical Activity and Healthy Eating Programming in Schools to Support Student's Health-Related Fitness: An Observational Study.

Centers for Disease Control (CDC) guidelines recommend schools use a coordinated health approach to support healthy eating and physical activity. This study examines whether the number of healthy eating and physical activity programs and activities used by schools and their perceived success relate to students’ health-related fitness. This observational study used data from the Healthy Zone Schools Program. Data (collected in 2017–2019) were integrated from three sources: (1) school surveys, (2) FitnessGram®, and (3) the Texas Education Agency. Independent variables were the number of health promotion programs and activities and their perceived success; dependent variables were meeting Healthy Fitness Zone Standards (HFZ) for aerobic capacity and body mass index (BMI). We used mixed-effects logistic regression models. Fifty-six schools were in the analytic sample (n = 15,096 students with aerobic capacity data and n = 19,969 with BMI data). Results indicated the perceived success of physical activity programs/activities was significantly associated with students meeting HFZ standards for aerobic capacity (OR = 1.32, CI = 1.06–1.63). There was a significant direct association between the number of physical activity and healthy eating activities implemented (OR = 1.04, CI = 1.01–1.06) and students meeting HFZ for BMI. Schools using multiple health programs and activities need to balance the number provided with their capacity to maintain success.

Natural ventilation in classrooms for healthy schools in the COVID era in Mediterranean climate

Indoor air quality in schools has a direct impact on the performance and wellbeing of students. In 2020, the health emergency required the reconsideration of ventilation conditions in indoor spaces, especially for educational buildings. This paper advances previous investigations to identify affordable, sustainable, and healthy designs for the refurbishment and new construction of schools, analysing the design parameters of the buildings and the indoor air quality in a representative sample of schools in the Mediterranean climate. The set of schools represents the regional composition regarding ages, daily scholar schedules and building designs. This study evaluates indoor CO2, TVOCs, PM 2.5 and PM 10, concentration profiles regarding indoor temperature, relative humidity, and occupation rates to identify adequate natural ventilation strategies. The results show a wide dispersion in CO2 concentrations, ranging between 4110 and 5366 ppm (peak values), TVOC mean concentration varies from 206.99 μg/m3 to 589.71 μg/m3 and particulate matter fractions ranging between 1.14 and 15.6 μg/m3 for PM 2.5 and 2.04 and 34.86 μg/m3 for PM 10 during the occupancy period. Concentrations are related to the effect of ventilation actions, the occupation rates and the metabolism of occupants. The combination of values shows how natural ventilation designs can assure adequate indoor air quality within comfort conditions under these mild climate conditions.

Supporting Mental Health in School Settings: Findings from a Qualitative Evaluation

Objective: In this paper, we describe results from stakeholder interviews conducted to assess implementation and perceived outcomes of a project, implemented in 92 New York City middle and high schools, and focused on building the mental health-related skills of school personnel and promotion of healthier school environments. Methods: As part of a mixed-methods evaluation, we conducted 59 key stakeholder interviews with staff of participating community-based organizations and schools. Interview topics included mental health needs, project activities, engagement by school staff, strengths and challenges of the initiative, and perceived impact. Results: At the start of the project, interviewees reported difficulty comprehending the model and accepting its utility, given the direct service needs of students. Although concerns remained, we found positive impact, including increased awareness of mental health issues and their root causes, a greater sensitivity to students' social and emotional challenges, and improved capacity to manage behavioral issues in the classroom. Conclusions: Although targeted approaches are needed for high-risk youth, population-level approaches may increase mental health knowledge and skills and support transformation leading to healthier school environments.

Quest for Healthy Schools: A Program Evaluation of School Wellness Efforts in SNAP-Ed Eligible Alabama Schools

Quest for Healthy Schools: A Program Evaluation of School Wellness Efforts in SNAP-Ed Eligible Alabama Schools