Community Input into a School Health Curriculum for Pediatric Residents

• Published in: Pediatrics (Evanston) 2019-08, Vol.144 (2_MeetingAbstract), p.164-164
• Main Authors: Dooley, Danielle, Price, Olga Acosta, de la Torre, Desiree, DeAngelo, Julia, White, Marcee, Clarence, Iana, Bandealy, Asad
• Format: Article
• Language: English
• Subjects: Absenteeism; Adverse childhood experiences; Asthma; Children; Curricula; Disease control; Education; Emotions; Focus groups; Housing; Learning; Mental disorders; Mental health; Partnerships; Pediatrics; Polls & surveys; Poverty; Priorities; Schools; Social discrimination learning; Stakeholders; Students
• ISSN: 0031-4005; 1098-4275
• DOI: 10.1542/peds.144.2MA2.164

Background: Academic achievement impacts child health outcomes. The Centers for Disease Control and Prevention's Whole School, Whole Community, Whole Child model emphasizes collaboration among school, health, and community sectors. Many pediatricians receive limited formal training in school health and collaborating with schools. In order to design a school health curriculum for a large pediatric residency program in Washington, DC, we completed a study to solicit community stakeholder input. Objectives: To identify community stakeholder priorities for a pediatric residency curriculum on school health and develop partnerships to support training. Methods: Children's compiled a diverse list of health, education and community-based leaders. 180 stakeholders received electronic invitations to participate in one of three different meeting times and locations. A registration survey asked participants to list the top three health challenges and the top three academic challenges for DC students. Responses to the registration survey were organized in order of frequency. In the focus groups, participants identified curriculum components for each of the top needs and key staff in schools or community partners that residents should know about. Curriculum components were analyzed for frequency of themes across groups. Results: Three focus groups were held in February and March 2018 with 39 community attendees; 22 from the health sector, 8 from the education sector and 9 from community-based organizations, including two parents. The top three health challenges for DC students were: Adverse Childhood Experiences (ACEs) and mental health of students and parents, poverty, and asthma. The top 3 academic challenges were: absenteeism, learning disabilities, and social emotional learning. Key themes included: understanding the impact of ACEs, mental health, and poverty on brain development and learning; identifying school resources to alleviate these conditions; understanding school policies for asthma medication administration; recognizing environmental triggers and unstable housing that impact asthma and school attendance; identifying the link between medical conditions and absenteeism, and absenteeism and academic underachievement; utilizing IEP and 504 plans to support students and the importance of medical provider documentation; assisting families to advocate for the academic needs of their child; and understanding social emotional learning and its application in school