Better schools through health: learning from practice

Chapter two: Teaching and learning(including: curriculum, participatory teaching methods, learning outcomes, speciallearning needs, absenteeism and early school leavers)Chapter 2 starts with a description of a web-counselling project for young people inSlovenia. It shows that modern technology can open up new possibilities for moretraditional counselling services and can be complementary to what pupils learn atschool. The next case study describes the resource for professional development‘Growing through adolescence’ in Scotland, a training resource for teachers whichdeals with healthy eating in relation to young people. It is an interesting example ofhow healthy eating can be incorporated into the health promoting school approach.Finally, from Greece a project in a school demonstrates how children can act as healthpromoters and researchers as part of the learning process. The story is on the issue ofbullying, but focuses on improving the school climate.Chapter three: Focusing on processes of change(including: planning, implementation, evaluation, participation, support for change,evidence-based practice, management, school community involvement, contributionof professionals out of school)Chapter 3 starts with describing how health and well-being have been imbedded inschools in Scotland. It is an interesting example of how a shift was made from projectson school health promotion to comprehensive whole school policies, finally beingincluded in the national education reform. The next case study describes how in Polandthe national certificate for health promoting schools was developed. It demonstratesthe importance as well as the complexity of how to create sustainability for schoolhealth promotion. Next in a region in Russia, a school and community-based project isdescribed with a focus on finding out how an effective approach in Finland and otherWestern European countries, can be transferred to the Russian Federation. This provesto be a time consuming but very encouraging experience. Finally, the improvementof the whole school approach in the Netherlands is described, focusing on the role ofthe regional public health services. It shows that a wider applicability and quality ofregional variants and best practices is assessed and, where feasible, they are integratedin the national healthy school method.Chapter four: Building capacities(including: personal and professional development, in-service and pre-service training,resources, competencies, health assets, health literacy, action competence)Chapter 4 starts with a case study about the development from project to policies onhealth promoting schools in Scotland, describing the partnerships with the differentstakeholders. It focuses on the health promoting school now embedded within theeducation sector, at both a strategic and operational level. In the next case study aself-evaluation tool for quality of health promoting processes in schools in Lithuania isdescribed. It shows that training the schools to use this innovative tool is very helpful.Finally, from Canada a contribution focussing on implementing a health promotingschool model, including a school assessment tool.12