creating

SCIENCE AND TECHNOLOGY EDUCATION

SCHOOL HEALTH AND NUTRITION

HOMEPAGE

SCHOOL HEALTH

PROMOTING HEALTH IN SCHOOLS

QUESTIONS WHICH MAY INFORM A SCHOOL HEALTH PROGRAMME

CREATING A SCHOOL HEALTH PROGRAMME

Health promoting_{(http://www.who.int/hpr/gshi/networks/pubs.html")}

_{School
health programme can have three components: the schools' environment,
curriculum and health services, recognizing the relationship between the
quality of a school's physical and psychosocial environment and the health
of students and staff. Therefore, in getting started on a total school
health programme, schools should look beyond what is taught in the classroom.}

_{The
concept of a health promoting school as promoted by WHO and supported
by UNESCO is useful in realising the scope of school-related health issues
extending beyond the classroom. The health promoting school recognises
that health is not only developed through the taught curriculum, but extends
to learning in and through the school, home and community. A health promoting
school aims to enable pupils, staff and the community it serves to take
action for a healthier life, school and society. In action, a health promoting
school has:}

_{-
an effective health education curriculum}
_{- a physically and socially safe and supportive school community
which re-inforces and extends what is taught in the classroom}
_{- links with families, community health services, the media and other
influential groups who also shape individual and community health.}

_{Teachers'
experiences suggest that even with minimal resources, they can design,
develop and implement strategies to improve the health of the school and
its students. While there may be no one best approach to initiating a
school health programme, the following steps may be a helpful guide.}

_{-
Needs analysis}
_{- Curriculum audit}
_{- Gathering support}
_{- The teacher as a health worker}

_{Needs
analysis}

_{A
"needs analysis" is a term used to describe the survey of pupil,
school and community health needs and issues which can then inform the
planning of a school health programme which will be relevant and acceptable
to the school population.}

_{The
teacher:}

_{via
instruments such as:}
_{- surveys}
_{- school records}
_{- local health reports/agencies}
_{- observations}
_{- and interviews}

_{attempts
to identify key health issues with respect to:}
_{- physical school environment}
_{- school policy}
_{- pupils' and communities' health}
_{- school curriculum}
_{- school health services}
_{- for different school populations, such as those demarcated
by:}
_{- age}
_{- level}
_{- sex}
_{- ability}
_{- ethnicity}
_{- religion.}

_{From this information
teachers' can decide on such things as what needs attention in the school
grounds (eg. better toilet facilities), what new policies and practices
might be helpful (eg. school meal programme), and what should be learned
in health education and by whom.}

_{A list of questions
which might be helpful in preparing the needs analysis instruments such
as surveys or observation and interview schedules has been adapted from
the health promoting schools network. Just by gathering and recording
this information teachers can assist to promote a more healthy school
and population as it can inform government and community needs, priorities
and strategies for intervention. It can also help strengthen teachers'
partnerships with parents and the community.}

_{Curriculum audit}
_{Once the teacher has gathered information on health issues
for the school, pupils and their community, s/he can then focus in particular
on the school curriculum's health education programme. A curriculum audit
refers to the process of reviewing what is taught, when and to which students.
In this case, a teacher should undertake a curriculum audit to across
teachers and levels to determine what health education is being taught,
by whom, for how long, and using what approaches. A matrix, as indicated
in Table x.x may be a useful tool.}
_{This information may then be compared with aspects of the needs analysis
to decide whether what is being taught corresponds to the pupils' and
local health circumstances. It may be that health education topics need
to be prioritised.}

_{Gathering support}
_{The task of initiating and developing a school health programme should
not be undertaken by a teacher alone. Teachers should take steps to gather
a broad base of support. In the initial stages of enhancing a school's
health programme, the teacher might encourage support by:}

_{-
supplementing the information from their needs analysis with expert
opinion about the nature, scope and potential for the total school
health programme and the role of health education within it (useful
documents might include guidelines for comprehensive school health
programmes; case studies of exemplary actions; research on the health
status of school age persons etc.)}
_{- preparing arguments that will help make a case for increased
support for and attention to health education}
_{- sharing ideas with a range of community groups such as policy
makers, teachers, community leaders, parents, and pupils.}

_{At
the point of planning the school health programme, it is helpful to teacher
if they:}

_{-
identify community organisations which can directly contribute to
the programme}
_{- build alliances with community organisations and individuals
who will complement and strengthen the health education component}
_{- contact organisations who are able to regularly send materials
at little/no expense to the school.}

_{The
Teacher as A health worker}
_{In order to maximise children's learning, teachers may firstly
need to attend to the health of the school and its community. Thus, in
addition to the role of the teacher, she or he may also act as a health
worker. Together, these roles suggest that the teacher might share responsibility
for:}

_{-
improving the school's physical and social environment}
_{- monitoring pupils' state of health}
_{- providing basic health care and advice egs. school -feeding,
immunisation, testing for}
_{-co-ordinating with families and local and regional health services}
_{-teaching pupils health knowledge, skills and attitudes}

_{In
taking on these wide responsibilities, a teacher should consider what
are realistic and feasible actions and be content with small gains.}

Last update:
Janvier, 2000.

For problems or questions regarding this website contact
am.barthes@unesco.org.

		SCIENCE AND TECHNOLOGY EDUCATION
		SCHOOL HEALTH AND NUTRITION
HOMEPAGE SCHOOL HEALTH PROMOTING HEALTH IN SCHOOLS QUESTIONS WHICH MAY INFORM A SCHOOL HEALTH PROGRAMME	CREATING A SCHOOL HEALTH PROGRAMME
	Health promoting_{(http://www.who.int/hpr/gshi/networks/pubs.html")} _{School health programme can have three components: the schools' environment, curriculum and health services, recognizing the relationship between the quality of a school's physical and psychosocial environment and the health of students and staff. Therefore, in getting started on a total school health programme, schools should look beyond what is taught in the classroom.} _{The concept of a health promoting school as promoted by WHO and supported by UNESCO is useful in realising the scope of school-related health issues extending beyond the classroom. The health promoting school recognises that health is not only developed through the taught curriculum, but extends to learning in and through the school, home and community. A health promoting school aims to enable pupils, staff and the community it serves to take action for a healthier life, school and society. In action, a health promoting school has:} _{- an effective health education curriculum} _{- a physically and socially safe and supportive school community which re-inforces and extends what is taught in the classroom} _{- links with families, community health services, the media and other influential groups who also shape individual and community health.} _{Teachers' experiences suggest that even with minimal resources, they can design, develop and implement strategies to improve the health of the school and its students. While there may be no one best approach to initiating a school health programme, the following steps may be a helpful guide.} _{- Needs analysis} _{- Curriculum audit} _{- Gathering support} _{- The teacher as a health worker} _{Needs analysis} _{A "needs analysis" is a term used to describe the survey of pupil, school and community health needs and issues which can then inform the planning of a school health programme which will be relevant and acceptable to the school population.} _{The teacher:} _{via instruments such as:} _{- surveys} _{- school records} _{- local health reports/agencies} _{- observations} _{- and interviews} _{attempts to identify key health issues with respect to:} _{- physical school environment} _{- school policy} _{- pupils' and communities' health} _{- school curriculum} _{- school health services} _{- for different school populations, such as those demarcated by:} _{- age} _{- level} _{- sex} _{- ability} _{- ethnicity} _{- religion.} _{From this information teachers' can decide on such things as what needs attention in the school grounds (eg. better toilet facilities), what new policies and practices might be helpful (eg. school meal programme), and what should be learned in health education and by whom.} _{A list of questions which might be helpful in preparing the needs analysis instruments such as surveys or observation and interview schedules has been adapted from the health promoting schools network. Just by gathering and recording this information teachers can assist to promote a more healthy school and population as it can inform government and community needs, priorities and strategies for intervention. It can also help strengthen teachers' partnerships with parents and the community.} _{Curriculum audit} _{Once the teacher has gathered information on health issues for the school, pupils and their community, s/he can then focus in particular on the school curriculum's health education programme. A curriculum audit refers to the process of reviewing what is taught, when and to which students. In this case, a teacher should undertake a curriculum audit to across teachers and levels to determine what health education is being taught, by whom, for how long, and using what approaches. A matrix, as indicated in Table x.x may be a useful tool.} _{This information may then be compared with aspects of the needs analysis to decide whether what is being taught corresponds to the pupils' and local health circumstances. It may be that health education topics need to be prioritised.} _{Gathering support} _{The task of initiating and developing a school health programme should not be undertaken by a teacher alone. Teachers should take steps to gather a broad base of support. In the initial stages of enhancing a school's health programme, the teacher might encourage support by:} _{- supplementing the information from their needs analysis with expert opinion about the nature, scope and potential for the total school health programme and the role of health education within it (useful documents might include guidelines for comprehensive school health programmes; case studies of exemplary actions; research on the health status of school age persons etc.)} _{- preparing arguments that will help make a case for increased support for and attention to health education} _{- sharing ideas with a range of community groups such as policy makers, teachers, community leaders, parents, and pupils.} _{At the point of planning the school health programme, it is helpful to teacher if they:} _{- identify community organisations which can directly contribute to the programme} _{- build alliances with community organisations and individuals who will complement and strengthen the health education component} _{- contact organisations who are able to regularly send materials at little/no expense to the school.} _{The Teacher as A health worker} _{In order to maximise children's learning, teachers may firstly need to attend to the health of the school and its community. Thus, in addition to the role of the teacher, she or he may also act as a health worker. Together, these roles suggest that the teacher might share responsibility for:} _{- improving the school's physical and social environment} _{- monitoring pupils' state of health} _{- providing basic health care and advice egs. school -feeding, immunisation, testing for} _{-co-ordinating with families and local and regional health services} _{-teaching pupils health knowledge, skills and attitudes} _{In taking on these wide responsibilities, a teacher should consider what are realistic and feasible actions and be content with small gains.}
Last update: Janvier, 2000. For problems or questions regarding this website contact am.barthes@unesco.org.