actions that a health promoting schools is expected to take

All school employees should also be aware that they are almost always being watched by students and other community members. The theme related to school health policies continues in Atilola’s article, in which Bronfenbrenner’s ecological model is a framework to capture child mental health policy development in sub-Saharan Africa. Based on this visual method, they compared the schools that were formally implementing a health promoting school approach with schools that we not. Children and adolescents need to be encouraged for physical activity, either supervised, or non-supervised, since nowadays many factors are competing for their time. A diversity that often makes comparisons difficult. The factors preventing and facilitating implementation of health promoting school practices were explored by Mcisaac and colleagues. Although definitions will vary, depending on need and circumstance, a Health-Promoting School can be characterised as a school constantly strengthening its capacity as a healthy setting for living, learning and working. Using health, food and education policy documents in the textual analyses Torres studied opportunities in the policy framing for a school-based critical health education in Ecuador, from a conceptual perspective combining the HPS approach with critical nutrition and political ecology. The results bring out a variety of positive effects, of which the most conclusive evidence included personal effects on students (e.g. The alliance includes Education International, Centers for Disease Control and Prevention, Education Development Center, UNESCO, UNAIDS and GIZ. A health promoting school (HPS) is a school that constantly seeks to strengthen its capacity to promote healthy living, learning and working conditions. Offer nutrition education consistent with the Dietary Guidelines for Americans and the Food Guide Pyramid to help kids develop healthy eating patterns. Health promotion is the process of enabling people to increase control over, and to improve their health. Therefore, teachers are expected to be honest and act with integrity. Implements policies and practices that respect an individual's well being and dignity, provide multiple opportunities for success, and acknowledge good efforts and intentions as well as personal achievements. Now that your school has decided to start the Health Promoting Schools journey, you're probably wondering what you should expect and what will be expected of your school. McNamara et colleagues emphasize that ‘if we are serious about providing opportunities to support children’s physical and mental health at school, then we cannot leave this responsibility to change’. The whole school approach used in the SHE network rests on five core values (equity, sustainability, inclusion, empowerment and action competence, democracy) and five pillars (whole school approach to health, participation, school quality, evidence base, involvement of schools and communities). (, Moynihan S., Jourdan D., Mannix Mcnamara P. (, Sormunen M., Tossavainen K., Turunen H. (, St Leger L., Young I., Blanchard C., Perry M. (, Waters E., de Silva-Sanigorski A., Hall B.J., Brown T., Campbell K.J., Gao Y. et al. The eco-holistic whole –school-approach (WSA) was the theoretical background in Busch and colleagues’ study in which the associations of several health behaviours (alcohol use, cannabis use and smoking habits; screen time use; bullying/being bullied; healthy nutrition and physical activity, psychosocial problems) with school performance was examined in a sample of Dutch secondary school students. They emphasize the need to use innovative methods in studying complex and dynamic settings to understand components of the school environment to ensure the implementation of the HPS approach. * It is a broader concept than health education and it includes provision and activities relating to: healthy school policies, the schools physical and social environment, They recognise the whole school approach to health well-being with an active participation of all members of the school community. Telling people how to look after their health is just one part of health promotion. Healthy School Award schemes, which provide structured frameworks, health-related targets and external support, represent one way of helping schools become health promoting, a factor identified in the UK Health of the Nation Government White Paper (1992) as facilitating the achievements of stated targets for prevention. The WHO HPS framework is only an outline. The level of implementation of health promoting schools varies widely between member countries and even within countries. Members of the network have indicated that their membership contributes to the national development and implementation of school health promotion. From an educational point of view, the school’s contribution to health includes a reference to citizenship and healthy living with a dual purpose: a) to create conditions for pupils’ achievement (such as school environment, school climate, nutrition services, policy and planning, staff competencies, access to social and health services, partnerships) and b) acquiring health competencies for empowerment for healthy decision making (Jourdan, 2011). There is strong evidence to support the Health Promoting Schools approach as a best practice framework for school health promotion. Struthers and colleagues report the development process and the assessment of psychometric properties of the Health Promoting Schools Monitoring Questionnaire in South African high schools. Health promoting schools focus on: Caring for oneself and others. Pike and Iannou describe the processes, and specifically the experiences of participation in a project (‘Shape Up’) that aimed to create health-promoting environments in seven primary schools in Cyprus. Nevertheless, the data are still missing on the determinants of successful implementation, transferability and scaling up. health-promoting schools – A framework for action in 1996, and updated these ... Action competencies for healthy living 6. The article brings out an important message that health promotion interventions are necessary to find out effective ways to influence to target group, as well as keep updated on the methods available. These are: developing and maintaining a democratic and participatory school community; developing partnerships between the policy makers of the education and health sectors; ensuring students and parents feel they have some sense of ownership in the life of the school; implementing a diversity of learning and teaching strategies; providing adequate time for class-based activities, organisation and coordination, and out of class activities; exploring health issues within the context of the students’ lives and community; utilising strategies that adopt a whole school approach rather than primarily a classroom learning approach; providing ongoing capacity-building opportunities for teachers and associated staff; creating an excellent social environment which fosters open and honest relationships within the school community; ensuring a consistency of approach across the school and between the school, home and wider community; developing both a sense of direction in the goals of the school and clear and unambiguous leadership and administrative support; providing resources that complement the fundamental role of the teacher and which are of a sound theoretical and accurate factual base; creating a climate where there are high expectations of students in their social interactions and educational attainments. 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