A Whole School Approach: Collaborative Development of School Health Policies, Processes, and Practices

• Published in: The Journal of school health 2015-11, Vol.85 (11), p.802-809
• Main Authors: Hunt, Pete, Barrios, Lisa, Telljohann, Susan K., Mazyck, Donna
• Format: Article
• Language: English
• Subjects: Academic achievement; Analysis; Best Practices; Child development; Collaboration; Community; Community Participation; Comprehensive School Health Education; Cooperative Behavior; Cooperative Programs; coordinated school health; Education; Educational Change; Educational Improvement; Educational Objectives; Educational Practices; Health aspects; health outcomes; Health Policy; Humans; Integrated Services; Interinstitutional Relations; Interprofessional Relations; Learning; Literature Reviews; Models, Educational; Nursing; Outcomes of Education; Partnerships in Education; Program Development; Program Implementation; School Health Services; School Health Services - organization & administration; School Policy; Schools; Strategic Planning; Students; whole child; Whole Child (WSCC) model; Whole Community; Whole School; Whole School, Whole Community, Whole Child (WSCC) model
• ISSN: 0022-4391; 1746-1561
• DOI: 10.1111/josh.12305

ABSTRACT BACKGROUND The Whole School, Whole Community, Whole Child (WSCC) model shows the interrelationship between health and learning and the potential for improving educational outcomes by improving health outcomes. However, current descriptions do not explain how to implement the model. METHODS The existing literature, including scientific articles, programmatic guidance, and publications by national agencies and organizations, was reviewed and synthesized to describe an overview of interrelatedness of learning and health and the 10 components of the WSCC model. RESULTS The literature suggests potential benefits of applying the WSCC model at the district and school level. But, the model lacks specific guidance as to how this might be made actionable. A collaborative approach to health and learning is suggested, including a 10‐step systematic process to help schools and districts develop an action plan for improving health and education outcomes. Essential preliminary actions are suggested to minimize the impact of the challenges that commonly derail systematic planning processes and program implementation, such as lack of readiness, personnel shortages, insufficient resources, and competing priorities. CONCLUSIONS All new models require testing and evidence to confirm their value. District and schools will need to test this model and put plans into action to show that significant, substantial, and sustainable health and academic outcomes can be achieved.