Better schools through health: learning from practice

More documents

Recommendations

Info

esearch and evidence focused on effective approaches and practice inschool health promotion, both on health topics (e.g. mental health, eating,substance use), and on the whole school approach.Schools and communitiesHealth promoting schools engage with the wider community. They endorsecollaboration between the school and the community and are active agentsin strengthening social capital and health literacyFor more information about the SHE network, please visit our website:www.schoolsforhealth.eu or e-mail the SHE secretariat at NIGZ she@nigz.nl.10
Outline of the publicationThe publication starts with two visions about the ideal school, written by young people(Ana Raquel Aguiar (Portugal), Viktorija Pratusecičiūtė and Monika Kalinauskaitė(Lithuania).The 30 case studies are grouped in six chapters, following the main conference topics.Chapter one: Whole school approach(Including: school climate and school culture, health and well-being of students andschool staff, physical environment, school health care, effective school policy, schooldevelopment, links with other whole school approaches e.g. green schools, safe schools,child-friendly schools, effective schools, peace schools, UNESCO schools)This chapter starts with a description of the development of a pre-school scheme inone area of Wales to complement the national healthy school scheme. Its goal is todevelop a consistent approach to health and well-being from early years throughoutthe school setting. The second case study is from Italy and describes the developmentfrom smoke-free schools to a more comprehensive approach to health through thehealth promoting school. It emphasises the importance of ongoing support by localauthorities to ensure that every school becomes a health promoting environment.Next, in Estonia, which has been involved in the European network of health promotingschools since 1993, a national structure of health promoting kindergartens and healthpromoting schools was developed. It is another interesting example of creatingcontinuity of both health promoting teaching and the learning environment from earlychildhood.Another case study from Wales describes the national quality award. Its aim is todevelop consistent assessment criteria to recognise high standards and achievementsin promoting and embedding health in those schools involved in the Welsh nationalhealthy school scheme for at least nine years.Slovenia is involved in the European network of health promoting schools since 1993. Itdescribes the development of the national network and emphasises the importance ofimplementing programmes on school health in the everyday life of a school.In Rotterdam, the Netherlands, the regional public health service has changed itsapproach to schools from the more traditional top-down approach to a demanddrivenwhole school approach on health. It is an example of how local politicians canbe interested in health promoting schools.Finally, in Chapter 1 there are two case studies from Canada. The first one describesthe potential of using the internet in web-based promoting of system change, aswell as better practices on international collaboration. The second one contains thedevelopment of the healthy school planner. This is an online tool that helps the processof implementation at school level. It was piloted and the results show that the tool isworking as intended, and after some alterations will be offered to all schools in Canadaas a resource to improve the health of their school.11
Page 1: Better schools through health:learn
Page 5 and 6: Chapter 5: School and the community
Page 7 and 8: ForewordBackgroundThe third Europea
Page 9: InclusionHealth promoting schools c
Page 13 and 14: Chapter five: School and the commun
Page 15 and 16: We gratefully acknowledge Ruth Clem
Page 17 and 18: my help to ensure their happiness.
Page 19 and 20: Chapter 1: Whole school approach19
Page 21 and 22: and addressed a number of national
Page 23 and 24: In 2005 we invited schools to parti
Page 25 and 26: 3. THE NETWORK OF HEALTH PROMOTING
Page 27 and 28: changing from an event-based activi
Page 29 and 30: and 2 primary schools. Each of the
Page 31 and 32: the situation in their school. They
Page 33 and 34: 6. EFFECTIVE AND EFFICIENT HEALTH P
Page 35 and 36: were able to persuade politicians,
Page 37 and 38: ecological and systems-based approa
Page 39 and 40: 8. THE HEALTHY SCHOOL PLANNER: PILO
Page 41 and 42: Other improvements under considerat
Page 43 and 44: Chapter 2: Teaching and learning9.
Page 45 and 46: ••••••••Insufficien
Page 47 and 48: programme, Regional Training, the G
Page 49 and 50: The main target group of the projec
Page 51 and 52: Chapter 3: Focusing on processes of
Page 53 and 54: This aspect is currently being roll
Page 55 and 56: ProcedureThe certificate will be aw
Page 57 and 58: 14. “TOGETHER AGAINST SUBSTANCE M
Page 59 and 60: 15. IMPROVING THE WHOLE SCHOOL APPR
Page 61 and 62:
Conclusion and discussionThe findin
Page 63 and 64:
Chapter 4: Building capacities16. F
Page 65 and 66:
17. SELF-EVALUATION AS A METHOD FOR
Page 67 and 68:
------a well prepared, tested and a
Page 69 and 70:
affect the teaching and learning in
Page 71 and 72:
Chapter 5: School and the community
Page 73 and 74:
••EffectsOver half of the teach
Page 75 and 76:
meeting was set up between the pupi
Page 77 and 78:
21. HOOPS FOR HEALTHAndrew JohnsonF
Page 79 and 80:
school. It also prepares and distri
Page 81 and 82:
Chapter 6: Topics in school health
Page 83 and 84:
the relevant age group participate.
Page 85 and 86:
24. DEVELOPING A HEALTHY EATING SCH
Page 87 and 88:
25. A GOOD EXAMPLE OF CROSS-AGENCY
Page 89 and 90:
26. POTENTIALS OF ACTION-ORIENTED S
Page 91 and 92:
knowledge about the use of contrace
Page 93 and 94:
The interactive ‘Buzz Word’ is
Page 95 and 96:
28. PROMOTING HEALTHY LUNCHES IN PR
Page 97 and 98:
following the introduction of the s
Page 99 and 100:
ResultsThe jury decided to give one
Page 101 and 102:
approaches of health improvement. T
Page 103 and 104:
Annex 1: About the Vilnius conferen
Page 105 and 106:
Vilnius resolution: better schools
Page 107 and 108:
Annex 2: About the young people‘s
Page 109 and 110:
Some of the ideas that were discuss
Page 111 and 112:
will guarantee energy for the whole
Page 113 and 114:
self- confidence of every person at
Page 115 and 116:
of the European Union contest for y
Page 117 and 118:
Why we should represent my school?E
Page 119 and 120:
The editors want to thank the pupil
show all

Better schools through health: learning from practice

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?