Checkpoint calls were scheduled before implementation (week 0), half way (week 5/6), and toward the end (11/12) of the active implementation phase. Both sets of items were coded into three levels (Not Yet/Partially/Fully; scored as 1, 2, or 3, respectively) but were combined as a global indicator for the present study to capture information on Implementation Process (Planning, Executing) factors in the CFIR. The SWRA was administered prior to implementation (week 0) and again at the end of implementation (week 12+). A specific tool called the School Wellness Readiness Assessment (SWRA) was developed based on previous conceptions of organizational readiness . The systematic use of the CFIR provides unique advantages to understand stakeholders’ perceptions of capacity and their perceptions related to sustaining programming over time.
Local School Wellness Policy
This study uses mixed methods to examine barriers/enablers to LWP implementation, comparing responses by student body income. The program is ongoing, supported at both sites by an academic medical center and a strong board of volunteers with distinct organizational roles and transition protocols. Other barriers to the sustainability of school-based interventions include cost and time limitations (41). Delivers an evidence-based curriculum that is weight neutral, focused instead on the energy and learning power unleashed with healthy lifestyle choices. Finally, the mobilization of renewable and sustainable volunteer health professional student energy demonstrates that this program can be sustainably maintained.
Benefits for Teachers & Staff
Analysis of the whole-school effects versus effects for SBHC users only indicated no clear pattern of differences (results not shown). One study72 compared multiple study sites and found that onsite access to contraceptives increased female but not male use of contraceptives, with no effect observed for pregnancy outcomes. Seven studies54,55,71,72,81,87,97 provided details on contraceptive dispensation, but results were inconclusive (Appendix Figures 16 and 17, available online). Only six studies61,74,89,90,96,97 evaluated SBHCs in majority white populations, with more studies evaluating SBHCs in majority black (16 studies in 18 papers47,48,53,60,62,69,70,72,77,78,81–86,94,95); majority Hispanic (eight studies46,55,56,59,65,87,88,93); or populations without a majority racial or ethnic group (seven studies49,51,68,76,79,91,92). The study populations were largely from racial and ethnic minority and low-income communities. Results of this review are largely applicable to the urban context, as only ten studies in 11 papers51,52,58,70,72,75,76,79,90,92,96 were conducted in mixed rural and urban or suburban areas, and none in predominantly rural areas.
- Given the dearth of school-based D&I research to date, guidelines for how to analyze implementation scores from multiple indicators was drawn from public health and clinical fields 35, 36.
- What level of physical activity is expected during the experiential sessions?
- The cost of the “wellness centers” would be covered mostly by other agencies, not the schools or districts.
- A computerized self-administered questionnaire in Qualtrics XM software was completed by participants before and after program delivery, as well as three months following program termination.
- The integration of students as leaders of wellness programming was described by many as a way to bolster their efforts to deliver SWITCH school-wide, as students also served as implementation champions, expanding SWT reach across the school setting.
- The data that support the findings of this study are available from the first author upon reasonable request and with the permission of The College IRB.
Hence, the importance for a ‘comprehensive’ approach to the teaching of student health and wellness. However, it has to be recognized that the teacher alone cannot be responsible for the entire development of student health and wellness. gambling A comprehensive approach to health and wellness is an effective way to improve both health and education outcomes. As evidenced by the data, children and youth are increasingly entering our classrooms anxious, lacking self-confidence, and suffering from a litany of social, emotional and physical health concerns. No longer can health and wellness be considered an “if we have time we’ll get to it” part of a school day. It aligns with national health standards and integrates seamlessly into the school day, supporting the well-being of children, families, and communities.
The academic platform exposes both the comparison and the intervention participants to various challenges that might impact the study outcomes. The improvement in both groups regarding some of the outcomes suggests that the chosen population–third-year students, might impose a selective bias. These values were reported in students written reflections and suggested by the self-determination theory as major motivational values .
Millions of students face behavioral and emotional challenges that impact their academic success and well-being. Community partnerships can also provide funding, resources, and expertise to enhance the reach and impact of the programs. Schools can involve parents through workshops, volunteer opportunities, and health-focused events, encouraging them to support their children’s well-being.
Key Takeaways
While school-based health clinics have been around for decades, today’s clinics are broadening their scope of care beyond disease treatment to care that implements key prevention strategies such as mental health services, diabetes prevention, oral health care and more. The largest international student mental health advocacy conference, the Wellness Together Conference gathers policymakers, school & district leaders, & Mental Health Professionals to connect, equip, and inspire the best minds in education and mental health for meaningful impact. Learn more about promoting student mental health and well-being in schools in CDC’s action guide for school leaders. Multitiered Systems of Support (MTSS) are used by many schools and districts to support students’ different levels of needs. Provide school and district leaders with strategies, approaches, and practices that can improve students’ mental health.