Smart Source 2015-16 Executive Summary - Page 7

General Health Policies and Practices

General Health Policies and Practices

Across health topic areas , there are common practices that schools can implement to support their efforts and integrate health and wellness into their policies , systems , and culture . These foundational practices include having a wellness team , using health data to make decisions , developing annual health and wellness plans , obtaining funding or resources to implement programs , and communicating about health efforts with a diverse group of stakeholders .
Schools that have a dedicated team to address health and wellness and that integrate health and wellness into their accountability systems are working to ensure sustainability of their efforts to improve the health of their students . As highlighted in Figure 2.1 , over 70 percent of schools report having a wellness team that offers guidance on the development of policies or coordinates activities on health topics . Although not represented graphically , a majority of schools have administrator representation while fewer than half have student representation . Furthermore , as noted in Figure 2.1 , fewer than half of these schools incorporate health and wellness into their Unified Improvement Planning ( UIP ) process , which helps to ensure that schools hold themselves accountable for improving student health .
FIGURE 2.1 Percentage of schools with practices to sustain health and wellness
An additional general best practice is collecting and using health-related data , which helps schools identify the needs of their population , secure resources to help support efforts , and evaluate the effectiveness of their policies and practices . Specifically , assessing school climate with not only students but also with staff and parents helps schools understand and address the factors that may lead to low engagement by individuals in each of these groups . As Figure 2.2 , highlights , all school levels are more likely to assess school climate with teachers than with students , and over two-thirds of schools assess school climate with other staff . Moreover , elementary and combined schools assess school climate with parents more often than they do with their students , while secondary schools assess school climate with their students more often than with parents .
FIGURE 2.2 Percentage of schools that administer school climate assessments to the following groups
Schools that have a dedicated team to address health and wellness and that integrate health and wellness into their accountability systems are working to ensure sustainability of their efforts to improve the health of their students .
β€’ 5 β€’
General Health Policies and Practices Across health topic areas, there are common practices that schools can implement to support their efforts and integrate health and wellness into their policies, systems, and culture. These foundational practices include having a wellness team, using health data to make decisions, developing annual health and wellness plans, obtaining funding or resources to implement programs, and communicating about health efforts with a diverse group of stakeholders. Schools that have a dedicated team to address health and wellness and that integrate health and wellness into their accountability systems are working to ensure sustainability of their efforts to improve the health of their students. As highlighted in Figure 2.1, over 70 percent of schools report having a wellness team that offers guidance on the development of policies or coordinates activities on health topics. Although not represented graphically, a majorit δ)½˜Ν‘½½±Μ‘…Ω”…‘΅₯Ή₯ΝΡɅѽȁɕΑΙ•Ν•ΉΡ…Ρ₯½Έ)έ‘₯±”™•έ•ΘΡ‘…Έ‘…±˜‘…Ω”ΝΡΥ‘•ΉΠ)Ι•ΑΙ•Ν•ΉΡ…Ρ₯½ΈΈΥΙΡ‘•Ι΅½Ι”°…́Ή½Ρ•₯Έ₯ΥΙ”(ΘΈΔ°™•έ•ΘΡ‘…Έ‘…±˜½˜Ρ‘•Ν”Ν‘½½±Μ₯Ή½ΙΑ½Ι…Ρ”)‘•…±Ρ …Ήέ•±±Ή•Ν́₯ΉΡΌΡ‘•₯ȁUΉ₯™₯•)%΅ΑΙ½Ω•΅•ΉΠA±…ΉΉ₯Ήœ€‘U%@€ΑΙ½•ΝΜ°έ‘₯ )‘•±ΆѼ•ΉΝΥΙ”Ρ‘…Ё͍‘½½±Μ‘½±Ρ‘•΅Ν•±Ω•Μ)…½ΥΉΡ…‰±”™½Θ₯΅ΑΙ½Ω₯ΉœΝΡΥ‘•ΉΠ‘•…±Ρ Έ()%UI€ΘΈΔ)A•Ι•ΉΡ…”½˜Ν‘½½±Μέ₯Ρ ΑΙ…Ρ₯•ΜΡΌΝΥΝΡ…₯Έ‘•…±Ρ …Ήέ•±±Ή•ΝΜ()Έ…‘‘₯Ρ₯½Ή…°•Ή•Ι…°‰•ΝЁΑΙ…Ρ₯”₯́½±±•Ρ₯Ήœ)…ΉΥΝ₯Ήœ‘•…±Ρ ΅Ι•±…Ρ•‘…Ρ„°έ‘₯ ‘•±ΑΜ)͍‘½½±Μ₯‘•ΉΡ₯™δΡ‘”Ή••‘́½˜Ρ‘•₯ȁΑ½ΑΥ±…Ρ₯½Έ°)Ν•ΥΙ”Ι•Ν½Υɍ•ΜΡΌ‘•±ΐΝΥΑΑ½ΙЁ•™™½ΙΡΜ°…Ή)•Ω…±Υ…Ρ”Ρ‘”•™™•Ρ₯Ω•Ή•Ν́½˜Ρ‘•₯ȁΑ½±₯₯•Μ…Ή)ΑΙ…Ρ₯•ΜΈMΑ•₯™₯…±±δ°…ΝΝ•ΝΝ₯ΉœΝ‘½½°±₯΅…Ρ”έ₯Ρ Ή½Π½Ή±δΝΡΥ‘•ΉΡ́‰ΥЁ…±ΝΌέ₯Ρ ΝΡ…™˜…ΉΑ…Ι•ΉΡ́‘•±Ά͍‘½½±ΜΥΉ‘•ΙΝΡ…Ή…Ή)…‘‘Ι•Ν́ё”™…Ρ½Ίё…Ё΅…䁱•…ΡΌ±½ά•Ή…•΅•ΉΠ‰δ₯Ή‘₯Ω₯‘Υ…±Μ₯Έ•… ½˜Ρ‘•Ν”Ι½ΥΑΜΈ́₯ΥΙ”€ΘΈΘ°‘₯‘±₯‘ΡΜ°…±°Ν‘½½°)±•Ω•±Μ…Ι”΅½Ι”±₯­•±δΡΌ…ΝΝ•Ν͍́‘½½°±₯΅…Ρ”έ₯Ρ Ρ•…‘•Ίё…Έέ₯Ρ ΝΡΥ‘•ΉΡΜ°…Ή½Ω•ΘΡέΌ΅Ρ‘₯ɑ́½˜Ν‘½½±Μ…ΝΝ•Ν͍́‘½½°±₯΅…Ρ”)έ₯Ρ ½Ρ‘•ΘΝΡ…™˜Έ5½Ι•½Ω•Θ°•±•΅•ΉΡ…Ι䁅Ή½΅‰₯Ή•Ν‘½½±Μ…ΝΝ•Ν͍́‘½½°±₯΅…Ρ”έ₯Ρ Α…Ι•ΉΡ́΅½Ι”½™Ρ•ΈΡ‘…ΈΡ‘•δ‘Όέ₯Ρ Ρ‘•₯Θ)ΝΡΥ‘•ΉΡΜ°έ‘₯±”Ν•½Ή‘…ΙδΝ‘½½±Μ…ΝΝ•Ν͍́‘½½°±₯΅…Ρ”έ₯Ρ Ρ‘•₯ȁΝΡΥ‘•ΉΡ́΅½Ι”½™Ρ•ΈΡ‘…Έέ₯Ρ Α…Ι•ΉΡΜΈ()%UI€ΘΈΘ)A•Ι•ΉΡ…”½˜Ν‘½½±ΜΡ‘…Ё…‘΅₯Ή₯Νѕȁ͍‘½½°±₯΅…Ρ”…ΝΝ•ΝΝ΅•ΉΡ́ѼΡ‘”™½±±½έ₯ΉœΙ½ΥΑΜ(($()M‘½½±ΜΡ‘…Ё‘…Ω”„‘•‘₯…Ρ•Ρ•…΄ΡΌ…‘‘Ι•Ν́‘•…±Ρ …Ήέ•±±Ή•Ν́…ΉΡ‘…Π)₯ΉΡ•Ι…Ρ”‘•…±Ρ …Ήέ•±±Ή•Ν́₯ΉΡΌΡ‘•₯ȁ…½ΥΉΡ…‰₯±₯ΡδΝεΝΡ•΅Μ…Ι”έ½Ι­₯ΉœΡΌ•ΉΝΥΙ”)ΝΥΝΡ…₯Ή…‰₯±₯Ρ䁽˜Ρ‘•₯ȁ•™™½ΙΡ́Ѽ₯΅ΑΙ½Ω”Ρ‘”‘•…±Ρ ½˜Ρ‘•₯ȁΝΡΥ‘•ΉΡΜΈ+Šˆ€ΤƒŠˆ((