Campus stakeholders at all levels—top leaders, employees, and students—have a crucial role in https://www.astho.org/topic/brief/how-health-departments-can-work-with-schools-to-improve-k-12-contact-tracing-programs/ fostering a strong wellness culture and environment. This is especially true for campus communities, in which a positive culture can improve the lives of students, faculty, and staff. In addition, very few studies included postintervention follow-up data or allowed a sufficient follow-up period; thus, long-term outcomes are unknown. When compared to educational interventions (16 educational interventions), only a small number of studies included other types of interventions (ie, 3 behavioral, 9 environmental, 8 multicomponent) which limits our understanding of the effectiveness of these interventions. Other structural features, such as sick leave policies and affordable health insurance options complement employee health and well-being programs and have the potential to not simply benefit the employee, but the organization as a whole. Mental health outcomes such as depressive symptoms and stress were also measured in 6 studies, and 4 showed improvements,21,22,33,42 while the rest had null results.31,38 Finally, there was a lack of improvement in biomarkers as a result of employee health and well-being interventions.
10. Media Literacy and Pressures by Media
- Health and wellness teaching is rapidly becoming a vital part of the school day.
- Interest in climate and sustainability, as well as how a changing world impacts food systems, community health, access to space, and other issues has increased significantly in schools.
- The program includes a kit with detailed background material and a detailed guide for facilitators with structured session plans, including interactive activities to engage young adolescents (5th graders) verbally and non-verbally.
- Gaining an initial understanding of implementation barriers and enablers from administrator perspectives is an essential first step in understanding top-down policy initiatives such as the Child Nutrition and WIC Reauthorization Act and the HHFKA.
- The school system, teachers, food service, and physical education (PE) curricula and resources were uniquely identified as enablers quantitatively and not in interviews.
Regarding staff, HI schools noted that there was limited buy-in and commitment from the staff as a whole. For example, “They teachers can fit it PE in with other curricula and take the children out periodically so they have additional time on the equipment.” HI schools discussed teachers as role models for the school and community, modeling common interests and positive attitudes. HI schools described time as a barrier to wellness activities due to the demands of competing curriculum requirements and teacher evaluations.
District-level and central staff provide schools with resources for understanding and applying instructional requirements outlined in grade-specific academic policy guides. Research shows that two components, good nutrition, and physical activity before, during, and after the school day, are strongly correlated with positive student outcomes. It may also provide behavioral health, dental, optometry, and/or ancillary services (i.e. health education, youth engagement, case management). See where school-based health can have the most impact. As a partner dedicated to creating opportunities for healthcare professionals, we understand the importance of fostering a positive and healthy school environment.
How do school-based health programs impact student attendance?
The tools below were created for school and district leaders and mental health support teams to help prioritize strategies and approaches, create a plan to put them in place, and communicate the plan with key partners. School and district leaders of kindergarten through 12th-grade schools (K–12), including principals and leaders of student support teams. Schools are prioritizing students’ mental health, and there are many tools and resources to choose from. Nearly 2 million middle and high school students are served by CDC’s What Works in Schools program.
FIGURE 2. Similarities and differences in perceptions of enablers to LWP implementation by student body income level.
Please note that recordings may not be available for all sessions, but we strive to provide comprehensive resources to support continued learning and professional success in health and wellness careers after the program concludes. Yes, the on-campus program includes opportunities for gentle physical activity and health and wellness practices. We encourage you to explore Harvard Medical School’s full range of educational offerings for additional opportunities in wellness coaching programs. Guided by the School-Based Behavioral Health Wellness Centers Expansion Operational Plan, public school districts and Local Education Agencies (LEA) within Santa Clara County were eligible to apply for funds to open a new wellness center, supplement services at an existing wellness center, and/or strengthen and build operational infrastructure.
The ripple effect of such cooperation extends beyond school walls, fostering overall community growth and resilience.The time has come to prioritize investments in holistic approaches that integrate health into education systems. Schools could become hubs for comprehensive health services, benefiting both students and their families immensely. Telehealth services can bridge gaps for students who may not have easy access to resources.
A school-wide wellness program fosters healthy, engaged students. That’s where a school-wide wellness program comes in—helping students and staff feel healthier, happier, and more engaged. The current study describes the quantitative personal changes that occurred among students who facilitated a school-based wellness program. Schools should integrate physical activity into the daily curriculum by providing students with opportunities for exercise during breaks, physical education classes, and after-school programs.