Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature

• Published in: The Journal of school health 2007-11, Vol.77 (9), p.589-600
• Main Authors: Murray, Nancy G., Low, Barbara J., Hollis, Christine, Cross, Alan W., Davis, Sally M.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Asthma - prevention & control; asthma management; Child; Child Health Services; Child Welfare; Chronic illnesses; Community; Comprehensive School Health Education; coordinated school health; Data collection; Design; Disease control; Educational Environment; Educational Research; Educational Status; Elementary Secondary Education; Evaluation; Evidence; Female; Food service; Health behavior; Health Education; Health Programs; Humans; Influence; Interpersonal Relations; Intervention; Literature Reviews; Male; Mental health; Mental Health Programs; Mental Health Services; No Child Left Behind Act 2001-US; Nursing; Nutrition; Parent Participation; Physical Education; Physical Education and Training; Public health; Research centers; Sampling techniques; School counseling; School environment; School Health Services; Sexual behavior; Social sciences; Social services; Social skills; Standardized tests; Student health services; Students; Studies; Variables
• ISSN: 0022-4391; 1746-1561
• DOI: 10.1111/j.1746-1561.2007.00238.x

ABSTRACT Background:  Few evaluations of school health programs measure academic outcomes. K‐12 education needs evidence for academic achievement to implement school programs. This article presents a systematic review of the literature to examine evidence that school health programs aligned with the Coordinated School Health Program (CSHP) model improve academic success. Methods:  A multidisciplinary panel of health researchers searched the literature related to academic achievement and elements of the CSHP model (health services, counseling/social services, nutrition services, health promotion for staff, parent/family/community involvement, healthy school environment, physical education, and health education) to identify scientifically rigorous studies of interventions. Study designs were classified according to the analytic framework provided in the Guide developed by the Community Preventive Services Task Force. Results:  The strongest evidence from scientifically rigorous evaluations exists for a positive effect on some academic outcomes from school health programs for asthmatic children that incorporate health education and parental involvement. Strong evidence also exists for a lack of negative effects of physical education programs on academic outcomes. Limited evidence from scientifically rigorous evaluations support the effect of nutrition services, health services, and mental health programs, but no such evidence is found in the literature to support the effect of staff health promotion programs or school environment interventions on academic outcomes. Conclusions:  Scientifically rigorous evaluation of school health programs is challenging to conduct due to issues related to sample size, recruitment, random assignment to condition, implementation fidelity, costs, and adequate follow‐up time. However, school health programs hold promise for improving academic outcomes for children.