Developing Healthy School Communities HANDBOOK
Oct 21, 2014
Developing Healthy School CommunitiesHANDBOOK
Handbook 2011 developing HealtHy ScHool communitieS i
overview ...................................................................................................................1
acknowledgments ...................................................................................................1
understanding the Relationship between a Healthy School community and a comprehensive School Health approach ..........................2
Definitions of Pillars (adapted from the JCSH) .....................................................4
Why do we need a comprehensive School Health approach ? .......................5
developing a Sustainable Healthy School community ......................................5
a process model that Supports the development of a Healthy School Community ............................................................................6
Focusing on a Process for Developing a Healthy School Community ............7
process ......................................................................................................................8
needs assessment .................................................................................................11
Elements Identified to Support the Development of a Healthy School community ..................................................................................12
Wellness policies ....................................................................................................14
the Research: Healthy Students learn better .....................................................15
Healthy eating ........................................................................................................16
active living ...........................................................................................................17
positive Social environments .................................................................................18
Feeling connected at School ..............................................................................19
appendices .......................................................................................................... a1
Activities and Actions within the Pillars of a comprehensive School Health approach ........................................................ a2
government initiatives Supporting the Development of Healthy School Communities ................................................. a3
tip Sheet ................................................................................................................. a4
assessment tools .................................................................................................. a7
Wellness Websites .............................................................................................. a16
acronyms ............................................................................................................. a17
glossary ................................................................................................................ a18
action plan & tracking tool ............................................................................... a19
budget .................................................................................................................. a20
developing Healthy School communities - Solutions to barriers ................... a21
References ........................................................................................................... a36
Table of Contents
developing HealtHy ScHool communitieS Handbook 2011ii
FoR moRe inFoRmation, pleaSe contact:
alberta Healthy School community Wellness FundCentre for Health Promotion StudiesUniversity of Alberta5-10 university terrace8303 - 112 Streetedmonton, albertacanada t6g 2t4
TEL: (780) 492-2537FAX: (780) 492-9579email: [email protected]
www.achsc.org/wellness_fund.htm
Handbook 2011 developing HealtHy ScHool communitieS 1
Overviewthe alberta Healthy School community Wellness Fund is a joint initiative between the:
University of Albertas Centre for Health Promotion Studies
Alberta Coalition for Healthy School Communities
alberta Health and Wellness
The objective of the Wellness Fund is to enhance the health and wellbeing of school-aged children and youth within Alberta school communities through support of school community projects, which address healthy eating, active living and positive social environments using a comprehensive school health approach.
The Wellness Fund provides funding to projects that demonstrate readiness in moving ahead with the development of healthy school communities. Wellness Fund staff provide support and assistance through facilitating school communities to build on existing strengths and address self identified needs.
The Wellness Fund works in partnership with Expanding Healthy School Communities (EHS), funded by Alberta Education. The objective of EHS is to review the work of Wellness Fund projects by describing the wide variety of approaches being used to promote healthy school communities and by identifying conditions for the successful development and sustainability of healthy school communities. The results of this review are incorporated within this handbook.
This handbook is intended to support the development of healthy school communities through a process which
promotes a culture of wellness for all stakeholders.
AcknowledgmentsFirst and foremost the Wellness Fund would like to thank our projects across Alberta for their enthusiasm, drive and commitment in developing healthy school community initiatives by creating a synergy with a range of stakeholders in school communities and with other community partners across the province.
Partnerships and community collaborations have played a critical role in the success and sustainability of Wellness Fund projects. In addition to the School of Public Health, Alberta Coalition for Healthy School Communities and Alberta Health and Wellness, other key partners who contribute to the development of healthy school communities in Alberta include Alberta Education, Alberta Health Services, Ever Active Schools, Be Fit for Life Centres and the Joint Consortium for School Health.
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Understanding the Relationship between a Healthy School Community and a Comprehensive School Health Approach
background
a Healthy School Community is one that supports the wellness of children and youth and the entire school community by promoting wellness through the implementation of a comprehensive school health framework. It is a school community that constantly strengthens its capacity as a healthy setting for living, learning and working.
Aligning with the International Union for Health Promotion and Educations 10 principles of a health promoting school (2007; p. 2), a healthy school community:
Promotes the health and wellbeing of students.
upholds social justice and equity concepts.
involves student activity and empowerment.
Provides a safe and supportive environment.
links health and education issues and systems.
Addresses the health and wellbeing issues of staff.
collaborates with the local community.
integrates into the school communitys ongoing activities.
Sets realistic goals.
Engages parents and families in health education.
a comprehensive school health framework or approach (also referred to as a health promoting schools approach) is the mechanism that is used to assist in the development of a healthy school community. comprehensive school health is not the end result but is rather what is used to achieve a healthy school
community.
Canadas Joint Consortium for School Health (JCSH) states that CSH is an internationally recognized framework for supporting improvements in students educational outcomes while addressing school wellness in a planned, integrated and holistic way. it is not just about what happens in the classroom. Rather, it encompasses the whole
school environment with actions addressing four distinct but inter-related pillars that provide a strong foundation for a healthy school community (JCSH, 2008).
ReFeRence
International Union for Health Promotion and Education (IUHPE). (2007). Protocols and guidelines for health promoting schools. Paris: IUHPE.
Handbook 2011 developing HealtHy ScHool communitieS 3
Four Pillars of a Comprehensive School Health approach
1. Social and physical environment
2. teaching and learning
3. Healthy school policy
4. partnerships and services
Wellness Priorities for Healthy School communities in alberta
Alberta has defined three priority areas upon which school communities should focus:
Healthy eating
active living
positive Social environments
It is important not to confuse these priority areas as being part of the comprehensive school health framework, as this framework can be used to address any number of health related issues beyond albertas three priority areas
for wellness. (see diagram on right)
AC
TIVE LIV
ING
POSI
TIV
E SO
CIA
L
ENV
IRO
NM
ENTS
ALB
ERTA
'S PROVIN
CIA
L
PRIORITIES
HEALTHY EATING
Teaching & Learning
Social & Physical
Environment
Partnerships & Services
Healthy School Policy
COM
PREH
ENSIVE SC
HOOL HEALTH PI LLARS
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Definitions of Pillars (ADAPTED FRom THE JCSH)
Social environment
the culture within the school community
The quality of relationships among and between staff and students in the school community
The sense of belonging and connectedness within the school community
The emotional well-being of students and staff
Relationships with families and the wider community
physical environment
the buildings, grounds, play space, and equipment in and surrounding the school and school community
Available choices that affect health and wellness
basic amenities such as sanitation and air cleanliness
teaching and learning
Resources, informal practices, activities and provincial/territorial curriculum where students gain age-appropriate knowledge and experiences, helping to build the skills to improve their health and well-being.
opportunities for staff to build knowledge and develop skills to support and influence change that improves the wellness of the school community
Healthy School policy
practices, decision-making processes, rules, procedures and regulations at all levels that promote health and wellbeing of members of the school community
partnerships
The give-and-take relationships between the school, the students, their families and the wider community
Supportive working relationships within schools (between staff and students), between schools, and between schools and other community organizations and representative groups
Health, education and other sectors working together to advance school community wellness
Services
Community and school based programs offered to assist in the promotion of student, staff and community health and wellbeing
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Why do we need a Comprehensive School Health Approach?Health and education are interdependent: healthy students are better learners, and better-educated individuals
are healthier (WHo, 2003). Research has shown that a a comprehensive school health approach is an effective way to tap into that connection, improving both health and educational outcomes (Deschesnes et al., 2003).
in the classroom, a comprehensive school health approach helps to improve academic achievement and
can increase positive behaviours (Deschesnes et al., 2003). In the broader school environment, it helps students develop the skills they need to be physically and emotionally healthy for life (WHo, 2007).
a comprehensive School Health approach: Recognizes that healthy young people learn better and achieve more
Understands that schools can directly influence students health and behaviours
Encourages healthy lifestyle choices, and promotes students health and wellbeing
Incorporates health into all aspects of school and learning
links health and education issues and systems
Needs the participation and support of families and the community at large
The World Health organization (WHo) recognizes the need for education and health to work together to develop a healthy school community:
a healthy school community improves young peoples abilities to take action and generate change. it
provides a setting, within which they can gain a sense of achievement, working together with teachers and others. Young peoples empowerment, linked to their visions and ideas, enables them to influence their lives and living conditions (WHo, 1997).
Developing a Sustainable Healthy School Communitya comprehensive school health approach encompasses the whole school environment by tapping into the
knowledge, skills and energy of the school, home and community. The richness of this work is realized when all three are integrated and harmonized leading to improved learning, enhanced well-being and positive relationships.
Sustainable change can be achieved by forging partnerships between home, school and community to support the development of a healthy school community.
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A Process Model that Supports the Development of a Healthy School CommunityThis diagram integrates the comprehensive school health framework with an internationally recognized community development process while embracing the key stakeholders needed to create a sustainable healthy
school community. it shows a cyclical process indicating that all elements are interconnected with no start or end
point to creating a healthy school community.
Alberta Health Services. (n.d.). Health Champion Tool Binder: Comprehensive School Health. [CD Resource].
Joint Consortium for School Health. (2008). What is Comprehensive School Health? Retrieved from http://eng.jcsh-cces.ca/
index.php?option=com_content&view=article&id=40&Itemid=62
Queensland Government. (2005). Health Promoting Schools Toolbox: Booklet 2 how do we do it?...the process. Retrieved from
www.health.qld.gov.au/healthyschools/toolbox.asp
Reflect, evaluate and celebrate Prepare
Create a shared
vision
Determine the priority issues
Develop an action plan
Implement and
monitor
HO
ME
CO
MM
UN
ITY
Teaching & Learning
Social & Physical
Environment
Partnerships & Services
Healthy School Policy
SUST
AIN
ABILI
TY SUSTAIN
ABILITY
SUSTAINABILITY
SCHOOL
COMMUNICATION
COMMUNICATION
Handbook 2011 developing HealtHy ScHool communitieS 7
Focusing on a Process for Developing a Healthy School CommunityTwo important factors to consider throughout any process are sustainability and communication. these key elements are central to the success of a project and should be reflected upon frequently.
Sustainability
In order to sustain any changes made and to embed those changes within the culture of the school, school communities need to consider how to build capacity within their community. Schools can:
Build skills and knowledge in staff and students
Connect to information, experts, tools and funding options
promote initiatives and successes
Develop and engage effective community partnerships
Build capacity as a wellness setting for living, learning and working through a comprehensive school health approach
Integrate health into the culture of the school
communication
Developing effective communication takes time and involves commitment and support from key individuals. Within a community, there are many different levels between which communication should occur to be effective, appropriate and of interest to the audience.
a communication strategy or plan should be put in place to raise awareness about the project the initiative,
to disseminate results and impact and to ensure all community members are considered equitably. a
communication strategy should:
Ensure there is a clear understanding of the importance of two-way communication, providing information and asking for feedback
Communicate clearly, accurately and in context with the situation
Ensure information is distributed in a timely fashion so it may be used effectively
Plan meetings and assemblies, community forums and events to engage the community
implement regular reporting schedules
Set up a communications network to reach the whole community using different media such as: minutes, newsletters, email, announcements, website, blogs, wiki, Facebook, twitter, outlook calendar reminders,
suggestion boxes, library, bulletin board, posters, displays
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ProcessThe following six-step cyclical process should be applied when developing an initiative and when planning and implementing specific activities. Note, the Implement and monitor and Reflect, Evaluate and Celebrate steps should occur throughout the entire process and the cycle should be reviewed on an ongoing basis.
prepare
Careful planning is the key to achieving and sustaining success when implementing change in the school community dont lose the momentum:
Identify health champions While sharing the workload is recommended, there still needs to be a key person or persons to take
responsibility for getting the project started and leading the way
Within a comprehensive school health approach this key role has been given a variety of names; health lead, health champion, lead teacher, project lead, project coordinator, project facilitator, etc.
Form a wellness committee This committee should be formed from a cross-section of stakeholders with a range of talents and
should include students, teachers, staff, administration, parents, community partners such as health professionals and local businesses as appropriate to your project
Identify and share the roles and responsibilities for each part of the initiative identify and use the talents and strengths of committee members
Plan the implementation and evaluation of initiatives
Promote and maintain communication throughout the school community let people know what is going on
Keep track of all activities through the action plan
understanding the relationship between a healthy school community and comprehensive school health (refer to pages 2 and 4) A comprehensive school health approach is not an add-on; it should be the way a school community
thinks and operates
Be clear how to proceed to ensure the initiative is both successful and sustainable and will meet the needs of the school community
Plan how to embed the initiative within the culture of the school community from the start
understand that not everyone will be on board at the start determine the key people necessary to support the project and clearly communicate with them in order
to gain support
Devise a strategy to inform others about the project
involve as many people as possible in sharing ideas
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create a shared vision
Consider what the ideal situation would be for the school community what is the project trying to achieve?
Involve a range of stakeholders from the school community
consider what a healthy school community should look like
brainstorm ways the school can become a happier and healthier place to live, learn, work and play
be ready to communicate the shared vision to the school community
determine the priority issues
Consider what has already been achieved and identify the priorities for the year ahead.
Assessment or planning tools (see Needs Assessment page xx) can help identify the current situation and highlight areas of need. Focus groups, a comment box or a self-developed survey could also provide insight about the priority issues. Feedback provided by these tools can be used to inform the direction that should be taken and assist in developing healthy school community goals
Completing an assessment of your school community can:
Provide an organized and thoughtful approach to improving health and wellness in the school community
Help with the decision-making process on what actions to take
Help increase support for change
Help identify strengths in the community
provide a means by which progress can be measured and demonstrated over time
Engage stakeholders in a prioritization process
Target issues for which there are already resources
communicate the determined priorities to the school community
accept that change will take time
develop an action plan
Develop a plan to continue moving forward to build upon what has been achieved this year or the good things already happening in the school community:
State each identified goal make it SmART (Specific, measurable, Achievable , Realistic & Time-related)
Identify strategies and actions required
List human and material resource requirements and specify a budget as required
Specify roles and responsibilities
Identify links to the curriculum
Plan to share the activities/direction contained in the action plan with the school community
Utilize the action plan (page15) as a working document to monitor, evaluate and track changes
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implement and monitor
the more comprehensive the action plan, the easier the implementation will be:
Hold a launch let everyone know each time an activity is taking place and exactly what is going to be happening
Keep open lines of communication between all individuals involved
continuously track progress so that amendments or changes can be made to the plan as necessary
Ensure everyone is aware of any changes being made
Reflect, Evaluate and CelebrateBring closure to activities even as next steps are planned and take time to reflect:
Were the planned goals reached?
Review the action plan and record results
Gather input/data from the whole school community
Consider what worked and what was not successful and analyze why
How were the 4 pillars of a comprehensive school health approach impacted?
Be proud of the achievements and celebrate them
What is meant by evaluate?
The systematic collection and analysis of information about project activities, characteristics and outcomes to:
make judgments about the project
improve project effectiveness; and/or
inform decisions about future project planning
There should be a specific and intended use in mind for each evaluation activity planned.
(Adapted from Patton, 2008)
evaluation can benefit your project by providing information about:
Relevance of the project to the school communitys needs
Project operations (e.g., is the project operating as planned?)
Project strengths and weaknesses and identified lessons learned
Attainment of goals and related objectives
project issues
perceived impact
(Adapted from Love, 2007)
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Needs Assessmentone type of evaluation that aids in action plan development is a needs assessment. Needs assessments can aid in project planning by highlighting the areas of the school community requiring improvement. This is also an opportunity to identify school community strengths that support making improvements.
The following list highlights tools that can be used to perform a needs assessment in your school community. these tools can be used, and we encourage their use, regularly over time. each time the tool is used, the
results will provide you with a benchmark that can be used as a comparison to the results of the previous use. This comparative process, a form of evaluation, provides regular opportunities for reflection and for making adjustments to the action plan so impact of the project is continually improved. Tools outlined in the list below are described in detail in tables in the appendix, page A7.
Health Assessment Tool for Schools
Healthy School planner
Healthy Schools Rubric
tell them From me Student
tell them From me teacHeR
tell them From me paRent
other types of evaluation resources may also support the planning and operation of healthy school community projects. additional resources are provided below:
online evaluation toolkit
The Program Evaluation Tool Kit, endorsed by the Public Health Agency of Canada, is a practical, step-by-step guide that will help you evaluate your project through a series of short modules with simple explanations and specific tools for planning, conducting and using evaluation.
http://www.phac-aspc.gc.ca/php-psp/toolkit-eng.php
evaluation caSe Study
Active Play Project Evaluation - Appendix 6 (pg. 55) of the Physical Activity Evaluation Handbook
http://www.cdc.gov/nccdphp/dnpa/physical/health_professionals/interventions/handbook.pdf
evaluation ReSouRceS WebSite
Children, Youth and Families Education and Research Network (CYFERnet)
http://www.cyfernet.org/index.php?c=6
HiRe an evaluation conSultant
The Wellness Fund encourages seeking assistance from evaluation consultants. The Canadian Evaluation Society provides a comprehensive list of evaluation consultants available across Alberta at the following URL:
http://ab.evaluationcanada.ca/consultants.php
Additional evaluation guidance can be sought from Wellness Fund staff.
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Elements Identified to Support the Development of a Healthy School CommunityEach year, Wellness Fund projects share what they have been doing as well as the noted effects their efforts have had on students, staff and the wider school community. In reviewing the information collected the following common elements, which support the development of healthy school communities, have been identified.
Administrator/Principal Support
to prioritize the development of healthy school communities
for school community member encouragement
dedicated time
advocate give recognition role model
Staff Buy-in
make the link between student health and student learning
build the health and wellness capacity of staff
dedicated time provide the research share successes of
student learning
staff education staff wellness curriculum resources
district-level meetings
health champion workshops
Time for Sharing Ideas
successes lessons learned
resources partners, referrrals
External Partnerships
across schools steering committee networking for leads coordination role
with community partners
alberta Health Services local businesses,
organizations community members
Student Engagement
to build ownership
to develop leadership
project planning responsibility
student-led activities peer education student council
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Funding
to focus on healthy school community development
to create a strong resource base
assess and set goals plan more effectively
purchase equipment professional
development/ workshops involve community
School Health Champion
to facilitate
to motivate
project planning liaising with key people resource support
role modeling recognition personal passion!
Parent, Community Involvement
family and other school community members
to support student wellness
to promote family/community wellness
relating what a healthy school community is
regular communication updates
providing opportunities for responsibility/ for skill building
Embed Wellness
its not an add on
engrain in the schools physical and social environments
support for school health champions
establish a culture/traditions
District, Board Support
district office/board health champions
district-level coordination
support for school health champions
providing opportunities for a focus on school health
champion networking
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Wellness Policiesmany school communities in alberta are creating and implementing policies and procedures designed to improve the health and wellness of their school community. Policy in a healthy school community setting refers to the management of practices, decision-making processes, rules, procedures and policies at all levels that promote health and wellbeing, and shape a respectful, welcoming and caring school environment. In a school community context, it can be considered a contract between stakeholders.
While policy is not essential, it can help create sustainability by ensuring that practice becomes embedded within the culture of the school community. The most successful way to develop policy is through consultation with all stakeholders; a top-down, bottom -up approach is more likely to achieve buy-in especially when policy is created from practice rather than by dictating practice. Below are links to examples of wellness policies in Albertan school jurisdictions.
Battle River School Divisionhttp://www.brsd.ab.ca/documents/policy/policy_21.htm
Black Gold Regional Divisionhttp://content.blackgold.ca/Publications/Policies/Policy/Policy.htm
Calgary Separate School Districthttp://www.cssd.ab.ca/default.asp?V_ITEm_ID=1456
Calgary Board of Educationhttp://www.cbe.ab.ca/policies/policies/AR3047.pdf
Chinooks Edge School Division No. 73 http://www.chinooksedge.ab.ca/docs/library/PoL%202%2014.pdf
Edmonton Public Schoolshttp://policy.epsb.ca/gbe.ar.shtml
Edmonton Catholic School Districthttp://www.ecsd.net/policies_forms/general_school_admin.html
Lethbridge School District 51http://lethsdweb.lethsd.ab.ca/ourDistrict/Documents/Policy%20504.11%20Healthy%20Nutritional%20Choices.pdf
Medicine Hat Catholic Board of Educationhttp://new.mhcbe.ab.ca/docs/library/Administrative%20Procedure%20112%20Nutrition%20Final.pdf
Red Deer Public Schools http://www.rdpsd.ab.ca/docs/library/40501-Nutrition.pdf
Wetaskiwin Regional Public School http://www.wrps.ab.ca/documents/100-general-administration
Wolf Creek Public Schoolshttp://www.wolfcreek.ab.ca/Procedures100?object=/documents_directory/Procedures%20(admin)/Section%20100%20General%20Administration&inforbar=no%templates=rwd&confposition=2
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HealtHy eating
Research shows that students who are well nourished perform better in school:
Fruit and vegetables consumption and dietary fat intake is important to academic performation. Further, overall diet quality and academic performance are associated with each other. (Florence al. 2008)
Improvement of the physical eating environment can lead to an increase in student engagement and attentiveness in the classroom. (Storey et al. 2011)
Undernourished children have difficulty focusing on tasks, have lower self-esteem and are absent more often from school (School Nutrition Handbook, Calgary Health Region, 2005)
poSitive Social enviRonmentS
Research describes signifcant effects of positive social environments on the school community:
A healthy psycho-social school environment can enhance the social and emotional well-being of students, making a critical contribution to academic achievement. (Creating an Environment for Emotional and Social Well-being al. 2003)
A variety of studies have shown that social- emotional learning programs have led to increased academic performance. (Zins et al. 2011)
A school-wide approach to positive behavior effectively promotes a safe orderly and predictable environment for learning and teaching. (Supporting Positive Behavior in Alberta Schools, Alberta Education, 2008)
pHySical activity
Research suggests that physical activity improves cognitive performance and academic achievement in children:
physical activity can: contribute to the school climate by creating a sense of togetherness and acceptance create positive self-perceptions of competence create positive body-image perceptions build social skills such as teamwork, fair play and tolerance builds self-esteem reduce the likelihood of smoking and drug use behaviors improves academic performance
(WHO Promotiong physical activity in schools: An important element of a health-promoting school, 2007)
Healthy Students Learn Better!(School Nutrition Handbook, Calgary Health Region, 2005)
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Healthy EatingAdapted from the Alberta Nutrition Guidelines For Children And Youth (Government of Alberta, 2010) www.health.alberta.ca/health-info/nutrition.html
(Additional resources can be obtained from: www.albertahealth services.ca/2925.asp)
Children and youth have different nutritional needs than adults, and should not be considered as little adults. proper nutrition is especially important during childhood and adolescence to:
Support optimal physical, cognitive, and social growth and development
Develop healthy eating habits now and for the future
achieve and maintain healthy body weights
Reduce the risk for chronic diseases such as heart disease, cancer, osteoporosis, and type2 diabetes
Although the nutritional requirements of young people vary with age, sex, and level of activity, all children and youth benefit from a well-balanced approach to eating. A comprehensive approach to healthy eating must consider:
The components of a healthy diet
Ways to enhance access to safe, nutritious foods
Ways to create environments that support healthy food choices
While parents play a significant role in healthy food choices, personnel at childcare facilities, schools, recreational facilities and community events can all make a unique and important contribution. The Alberta Nutrition Guidelines for Children and Youth adopt a positive approach, and describe general and specific ways in which Albertans can be involved in supporting the health and well being of Albertas children and youth.
By following the Alberta Nutrition Guidelines to provide healthy diets for children and youth, school communities can:
make the healthy choice the easy choice by making nutritious foods more accessible, and limiting the availability of foods that are less nutritious
Enhance access to safe, nutritious foods by providing safe food handling instruction for all individuals who prepare or serve food and address the potential areas for allergies
Work together with staff, parents, children and caregivers to develop policies that support children and youth in making healthy food choices
make sure everyone is aware of food policies, including children, parents, and caregivers
Encourage adults to be positive role models. Children adopt many of the eating habits and attitudes about food, health and body weight that they observe in the significant adults in their lives
Allow children to have a positive association with food by providing an environment where they can enjoy being relaxed and comfortable
Talk and teach -Eating well for a lifetime requires both knowledge and skills. Talking to children and youth about the benefits of healthy eating, and teaching basic shopping, cooking, and menu planning skills lays the foundation for good health
Be creative with rewards. Rewards can be non-food items such as extra free time, stickers, games, craft or sports equipment
Use only healthy food items or non-food items for fundraising purposes
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Create calm, pleasant atmospheres that make eating enjoyable, and promote the social development of young people
Recognize and celebrate that healthy bodies come in different sizes and shapes
Active LivingAdapted from the Healthy U website http://www.healthyalberta.com/
Active living means that you find ways to be physically active every day. Being active can help protect against heart disease, Type 2 diabetes, osteoporosis, arthritis, depression and some types of cancer. Along with healthy eating, physical activity helps maintain a healthy weight.
Canadas Physical Activity Guides recommend at least 60 minutes of daily physical activity for children and youth. promote active living to help children stay healthy and learn better by scheduling active living programs
during the school day, such as:
Getting children to and from school using active forms of transportation
daily physical education
daily physical activity
Include different activities (of different intensities)
consider each students ability
use resources within the school and the larger community
Allow students to have a choice in the physical activities offered
Scheduling activity time
increasing activity in core classes
Providing access to after-school programs
Providing physical activity resources for teachers
Children who have participated in physical education during the school day are also more likely to be active in
their leisure time.
active children are more likely to:
Feel better about themselves and their physical ability (and cope better with stress)
Do better in math, reading and memorization
be more creative and ready to learn
How daily physical activity can Work in your Schools
many schools find that daily physical activity works best when its a scheduled event each day. Its also a good idea to make daily physical activity part of a comprehensive plan that includes healthy food choices and education about physical activity and healthy eating and should involve both the home and community.
(Resources can be obtained from www.everactive.org)
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A Natural Experience - The Benefits of outdoor PlayAlmost all children (and adults) have a natural attraction to the outdoors, playing outside, and learning about nature. Being outside and playing outside is vital to a childs growth, and their physical and mental development; its important to allow and encourage our children to spend lots of time in the natural world.
children engage in more active play when they are outside, as opposed to inside. active kids are healthy kids,
and outdoor activities are especially healthy for them as it gives them a chance to burn off energy. It also:
can be calming and allow kids to recharge their energy levels
Helps kids learn to interact with and understand the natural world
offers a chance for more social interaction with peers
Helps to develop their powers of observation and their assessment of risk
offers more opportunities for creativity and free play
Helps to build a strong link between physical health and outdoor play, at a young age
Positive Social Environments Adapted from the Healthy U website http://www.healthyalberta.com/
Were all quite familiar with physical health, and we recognize the benefits of exercise and healthy food. The idea of mental health and well-being, however, tends to be more complex. Schools have a role to play in improving the mental health of students. one way to look at it is in the context of positive social environments. This means that schools strive to be a place where mental well-being is valued and take steps to provide an optimal
environment where both physical and mental health can flourish
What is mental Health?
mental health is more than just the absence of mental illness. A mentally healthy person has:
meaningful and positive interactions with other people and the environment
the ability to adapt well to change and cope with adversity
A balance in all aspects of life, including mental, physical, emotional, social and spiritual aspects
Schools are a natural place for kids to engage in activities that build their confidence and enhance self-esteem. make it a priority in your school to ensure all students have a wide variety of opportunities to achieve success. Here are some other ways to support positive social environments in schools:
Encourage mental health first aid training for school staff. Use the Alberta Health Services mental Health Kit
Ensure that each child has an adult at the school that they are comfortable talking to. many schools have staff/student connection programs, peer support programs or mental health promotion programs
Allow room for students to express themselves and be creative. Not everyone likes basketball and not everyone likes art
Pay attention to bullying and relational aggression (e.g., spreading rumours, gossiping, leaving friends out of the group deliberately). Dont sweep it under the carpet by saying something like thats just girls, or thats just boys. Step in and make a difference
Handbook 2011 developing HealtHy ScHool communitieS 19
Feeling Connected at School When students feel part of their school community and are cared for by people at their school, they are less likely to get into trouble. They also have higher levels of emotional well-being. This feeling of belonging, often called connectedness, can be especially important during times of stress or when difficult decisions have to be made. Adults and peers, curricular and extracurricular activities, policies and practices all affect the level of connectedness your child feels at school.
What is School connectedness?
These are some of the major elements that help kids feel they belong and are cared for at their school:
Parents and Teachers who support and care for individual students
Good friends at school
Students caring about current and future academic performance
Discipline policies that are fair and efficient
Participating in extracurricular activities
A childs sense of belonging to a school plays a key role, not only in academic success but also in decreasing risky behaviour and supporting mental well-being. (Resources can be found at www.sacsc.ca)
.
developing HealtHy ScHool communitieS Handbook 201120
Handbook 2011 developing HealtHy ScHool communitieS A1
Appendices
Activities and Actions within the Pillars of a Comprehensive School Health Approach A2
Government Initiatives Supporting the Development of Healthy School Communities A3
Tip Sheet A4
Assessment Tools A7
Wellness Websites A16
Acronyms A17
Glossary A18
Action Plan & Tracking Tool A19
Budget A20
Developing Healthy School Communities - Solutions to Barriers A21
References A36
developing HealtHy ScHool communitieS Handbook 2011A2
PIll
AR
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EHEN
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Ho
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posit
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cia
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en
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initi
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im
ple
me
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a s
oc
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em
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(eg
. The
Fo
urth
R)
an
d s
up
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r the
sc
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om
mu
nity
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still
a s
ens
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f b
elo
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an
d
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mo
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de
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fa
milie
s
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he
loc
al
sen
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ho
me
to
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a
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l me
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p
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ram
pa
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co
mm
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pp
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sse
s
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rm a
we
llne
ss
co
mm
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ha
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co
rpo
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s m
em
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rs
from
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sc
hoo
l c
om
mu
nity
U
se g
ard
ens
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cia
lizin
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are
as
to p
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po
sitiv
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rac
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s b
etw
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ch
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tiliz
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rtist
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lent
to
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th
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ch
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Ac
tiviti
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Ac
tions
with
in th
e P
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rs o
f a C
om
pre
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Sc
hoo
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Ap
pro
ac
h Th
is ta
ble
(se
e a
pp
end
ix, p
ag
e X
) hi
ghl
ight
s so
me
of t
he a
ctiv
itie
s a
nd a
ctio
ns c
om
ple
ted
by
We
llne
ss F
und
Pro
jec
ts
Handbook 2011 developing HealtHy ScHool communitieS A3
PIll
AR
S o
F A
Co
MPR
EHEN
SIV
E SC
Ho
ol
HEA
lTH
APP
Ro
AC
H
He
alth
y Sc
ho
ol p
olic
ypa
rtn
ers
hip
s &
Se
rvic
es
tea
ch
ing
& l
ea
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cia
l en
viro
nm
en
tph
ysic
al e
nvi
ron
me
nt
H
ea
lthy
sch
oo
l ass
ess
me
nt
an
d p
lan
nin
g t
oo
ls
GoVERNMENT INITIATIVES
a
lbe
rta
nu
triti
on
gu
ide
line
s fo
r Chi
ldre
n a
nd Y
out
h
d
aily
ph
ysic
al a
ctiv
ity
H
ea
lthy
sch
oo
l ass
ess
me
nt
an
d p
lan
nin
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oo
ls
ph
ysic
al a
ctiv
ity g
uid
elin
es
Se
de
nta
ry g
uid
elin
es
a
lbe
rta
He
alth
y Sc
ho
ol c
om
mu
nity
W
elln
ess
Fun
d, C
ent
re fo
r He
alth
Pr
om
otio
n St
udie
s (C
HPS
), U
nive
rsity
o
f Alb
ert
a (
U o
f A)
ev
er a
ctiv
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ch
oo
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Ex
pa
ndin
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nd E
valu
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Scho
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s, C
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, U o
f A
H
ea
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livi
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Fu
nd
, pu
blic
He
alth
A
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of C
ana
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H
ea
lth a
nd
ph
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du
ca
tion
c
ou
nc
il, a
lbe
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te
ac
he
rs
ass
oc
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H
ea
lth p
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otio
n c
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rdin
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alb
ert
a H
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erv
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s
H
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Sch
oo
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mm
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wa
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a
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He
alth
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d W
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ea
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He
alth
an
d
We
llne
ss
Jo
int C
ons
ort
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for S
cho
ol H
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RE
AL
Kid
s Ev
alu
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f He
alth
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eig
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Initi
ativ
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cho
ol o
f Pub
lic
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, U o
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ea
k o
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tud
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en
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lbe
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uc
atio
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a
lbe
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He
alth
Se
rvic
es
nu
triti
on
reso
urc
es
a
uth
oris
ed
te
ac
hin
g a
nd
le
arn
ing
reso
urc
es
for
we
llne
ss-r
ela
ted
pro
gra
ms
of s
tud
y
d
aily
ph
ysic
al a
ctiv
ity
Re
sou
rce
s
Fr
am
ew
ork
for K
-12
We
llne
ss e
du
ca
tion
a
lbe
rta
s a
pp
roa
ch
to
c
olla
bo
rativ
e p
rac
tice
s
a
lbe
rta
me
nto
ring
pa
rtn
ers
hip
bu
llyin
g p
reve
ntio
n
Stra
teg
y
m
en
tal H
ea
lth c
ap
ac
ity
build
ing
pro
jec
ts
Sa
fe c
om
mun
itie
sEa
rly
Chi
ld D
eve
lop
me
nt (
ECD
) m
ap
pin
g in
itia
tive
Q
ua
lity
air
an
d w
ate
r
Q
ua
lity
ph
ysic
al s
pa
ce
b
oth
ind
oo
rs a
nd
o
utd
oo
rs
Sa
fe c
om
mun
itie
s
Sa
fety
Gui
de
line
s fo
r ph
ysic
al a
ctiv
ity in
a
lbe
rta
Sc
ho
ols
Go
vern
me
nt In
itia
tive
s Su
pp
ort
ing
the
De
velo
pm
ent
of H
ea
lthy
Scho
ol C
om
mun
itie
s
developing HealtHy ScHool communitieS Handbook 2011A4
He
alth
y Sc
hoo
l Po
licy
Partn
ers
hip
s &
Se
rvic
es
Tea
chi
ng a
nd L
ea
rnin
gSo
cia
l Env
ironm
ent
Phys
ica
l Env
ironm
ent
Stud
ent
s
en
sure
Stu
de
nt
co
un
cil
is p
art
of w
elln
ess
p
olic
y c
rea
tion
u
se s
tud
en
t le
ad
ers
hip
o
pp
ort
un
itie
s to
be
in
volv
ed
in t
he
de
cisi
on
m
aki
ng p
roc
ess
re
ga
rdin
g t
he
we
llne
ss
ag
en
da
in y
ou
r sc
ho
ol
v
olu
nte
er w
ith
loc
al c
om
mu
nity
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rga
niza
tions
pa
rtn
er o
n w
elln
ess
w
ith s
tud
ent
s fro
m
oth
er s
ch
oo
ls
d
eliv
er t
he
dpa
se
ssio
ns
Sh
are
reso
urc
es
an
d id
ea
s w
ith o
the
r stu
de
nts
C
halle
nge
yo
ur fa
mily
to
ea
t h
ea
lthie
r an
d b
e m
ore
a
ctiv
e
o
rga
nize
stu
de
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d h
ea
lth
co
nfe
renc
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or d
ays
o
rga
nize
stu
de
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d
ass
em
blie
s a
rou
nd
a
we
llne
ss t
he
me
pa
rtic
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te in
or l
ea
d
stu
de
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led
ac
tiviti
es
Id
ent
ify a
ctiv
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s th
at t
he
stu
de
nts
wa
nt
an
d s
ha
re
ide
as
with
th
e W
elln
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c
om
mitt
ee
En
ga
ge
pe
op
le fr
om
lo
ca
l co
mm
un
ity in
sc
ho
ol p
roje
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R
un
pe
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up
po
rt
ac
tiviti
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to c
rea
te
po
sitiv
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latio
nsh
ips
in
the
sc
ho
ol
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row
pla
nts
in e
art
h
bo
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the
w
inte
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ran
spla
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ou
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th
e s
prin
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c
rea
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co
mm
un
ity
ga
rde
n/g
ree
nho
use
c
rea
te a
nd
disp
lay
he
alth
po
ste
rs a
rou
nd
th
e s
ch
oo
l
Sta
ff
H
ave
a w
ritte
n p
lan
w
ith t
ime
line
s a
nd
se
t g
oa
ls th
at
ha
ve b
ee
n
sha
red
with
th
e s
ch
oo
l c
om
mu
nity
St
art
with
sm
all
ste
ps
utilis
ing
exi
stin
g
reso
urc
es
c
rea
te a
sim
ple
e
valu
atio
n p
roc
ess
rig
ht fr
om
the
sta
rt a
nd
eva
lua
te t
hro
ug
ho
ut.
pe
rso
na
l ob
serv
atio
n
and
info
rma
l fe
ed
ba
ck
ca
n b
e a
qu
ick
an
d
po
we
rful
ga
uge
c
on
ne
ct
with
alb
ert
a
He
alth
Se
rvic
es
to
sup
po
rt y
ou
r in
itia
tive
c
rea
te a
We
llne
ss
co
mm
itte
e w
ith
a c
ross
se
ctio
n o
f st
ake
hold
ers
; ta
ke a
ll vi
ew
s in
to a
cc
ou
nt
as
gro
up
su
pp
ort
is
ne
ed
ed
to
ma
ke
ch
an
ge
.
in
volv
e s
tud
en
ts in
a
ll a
spe
cts
of y
our
p
roje
ct
In
itia
te s
taff
we
llne
ss
ac
tiviti
es
Pr
ovi
de
evi
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nce
of t
he
imp
ac
t of h
ea
lthy
cho
ice
s o
n le
arn
ing
u
se a
HW
reso
urc
es
suc
h
as
the
Sc
ho
ol n
utr
itio
n
edu
ca
tion
Re
sou
rce
list
, a
lbe
rta
nu
triti
on
gu
ide
line
s,
Sug
ar S
ho
cke
r kits
, etc
Sh
are
we
llne
ss re
sou
rce
s a
nd
we
blin
ks w
ith
co
llea
gu
es
in
volv
e a
ctiv
ity in
yo
ur
less
on
s
Fa
cili
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ind
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by
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St
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r big
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en
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in
pe
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ac
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g
ive
stu
de
nts
ow
ne
rsh
ip
by
allo
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m t
o
ch
oo
se a
ctiv
itie
s a
nd
p
art
icip
ate
in t
he
d
ec
isio
nm
aki
ng p
roc
ess
Pr
ovi
de
no
n-fo
od
re
wa
rds
pr
ovi
de
intr
am
ura
ls su
ch
a
s c
oo
kin
g o
r ru
nn
ing
c
lub
s fo
r stu
de
nts
who
d
on
t b
elo
ng
to
sc
ho
ol
tea
ms
m
ake
th
e h
ea
lthy
ch
oic
e t
he
ea
sy
ch
oic
e in
ho
t lu
nc
he
s, v
en
din
g a
nd
c
on
ce
ssio
ns
c
rea
te a
wo
rk o
ut
circ
uit
thro
ug
ho
ut
the
sc
hoo
l fo
r ac
tive
b
rea
ks a
nd
pro
vid
e
eq
uip
me
nt fo
r c
lass
roo
ms
Pu
rcha
se e
art
h b
oxe
s fo
r cla
ssro
om
s a
nd/
or d
eve
lop
ou
tsid
e
ga
rde
ns
Tip
She
et
Handbook 2011 developing HealtHy ScHool communitieS A5
He
alth
y Sc
hoo
l Po
licy
Partn
ers
hip
s &
Se
rvic
es
Tea
chi
ng a
nd L
ea
rnin
gSo
cia
l Env
ironm
ent
Phys
ica
l Env
ironm
ent
Stud
ent
s
en
sure
Stu
de
nt
co
un
cil
is p
art
of w
elln
ess
p
olic
y c
rea
tion
u
se s
tud
en
t le
ad
ers
hip
o
pp
ort
un
itie
s to
be
in
volv
ed
in t
he
de
cisi
on
m
aki
ng p
roc
ess
re
ga
rdin
g t
he
we
llne
ss
ag
en
da
in y
ou
r sc
ho
ol
v
olu
nte
er w
ith
loc
al c
om
mu
nity
o
rga
niza
tions
pa
rtn
er o
n w
elln
ess
w
ith s
tud
ent
s fro
m
oth
er s
ch
oo
ls
d
eliv
er t
he
dpa
se
ssio
ns
Sh
are
reso
urc
es
an
d id
ea
s w
ith o
the
r stu
de
nts
C
halle
nge
yo
ur fa
mily
to
ea
t h
ea
lthie
r an
d b
e m
ore
a
ctiv
e
o
rga
nize
stu
de
nt le
d h
ea
lth
co
nfe
renc
es
or d
ays
o
rga
nize
stu
de
nt le
d
ass
em
blie
s a
rou
nd
a
we
llne
ss t
he
me
pa
rtic
ipa
te in
or l
ea
d
stu
de
nt
led
ac
tiviti
es
Id
ent
ify a
ctiv
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s th
at t
he
stu
de
nts
wa
nt
an
d s
ha
re
ide
as
with
th
e W
elln
ess
c
om
mitt
ee
En
ga
ge
pe
op
le fr
om
lo
ca
l co
mm
un
ity in
sc
ho
ol p
roje
cts
R
un
pe
er s
up
po
rt
ac
tiviti
es
to c
rea
te
po
sitiv
e re
latio
nsh
ips
in
the
sc
ho
ol
g
row
pla
nts
in e
art
h
bo
xes
dur
ing
the
w
inte
r an
d t
ran
spla
nt
ou
tsid
e in
th
e s
prin
g
c
rea
te a
co
mm
un
ity
ga
rde
n/g
ree
nho
use
c
rea
te a
nd
disp
lay
he
alth
po
ste
rs a
rou
nd
th
e s
ch
oo
l
Sta
ff
H
ave
a w
ritte
n p
lan
w
ith t
ime
line
s a
nd
se
t g
oa
ls th
at
ha
ve b
ee
n
sha
red
with
th
e s
ch
oo
l c
om
mu
nity
St
art
with
sm
all
ste
ps
utilis
ing
exi
stin
g
reso
urc
es
c
rea
te a
sim
ple
e
valu
atio
n p
roc
ess
rig
ht fr
om
the
sta
rt a
nd
eva
lua
te t
hro
ug
ho
ut.
pe
rso
na
l ob
serv
atio
n
and
info
rma
l fe
ed
ba
ck
ca
n b
e a
qu
ick
an
d
po
we
rful
ga
uge
c
on
ne
ct
with
alb
ert
a
He
alth
Se
rvic
es
to
sup
po
rt y
ou
r in
itia
tive
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rea
te a
We
llne
ss
co
mm
itte
e w
ith
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ross
se
ctio
n o
f st
ake
hold
ers
; ta
ke a
ll vi
ew
s in
to a
cc
ou
nt
as
gro
up
su
pp
ort
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ne
ed
ed
to
ma
ke
ch
an
ge
.
in
volv
e s
tud
en
ts in
a
ll a
spe
cts
of y
our
p
roje
ct
In
itia
te s
taff
we
llne
ss
ac
tiviti
es
Pr
ovi
de
evi
de
nce
of t
he
imp
ac
t of h
ea
lthy
cho
ice
s o
n le
arn
ing
u
se a
HW
reso
urc
es
suc
h
as
the
Sc
ho
ol n
utr
itio
n
edu
ca
tion
Re
sou
rce
list
, a
lbe
rta
nu
triti
on
gu
ide
line
s,
Sug
ar S
ho
cke
r kits
, etc
Sh
are
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llne
ss re
sou
rce
s a
nd
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blin
ks w
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gu
es
in
volv
e a
ctiv
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yo
ur
less
on
s
Fa
cili
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en
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nc
e
by
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pe
rsp
ec
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St
ud
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re y
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r big
ge
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urc
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en
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ge
th
em
in
pe
er l
ed
ac
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es
g
ive
stu
de
nts
ow
ne
rsh
ip
by
allo
win
g t
he
m t
o
ch
oo
se a
ctiv
itie
s a
nd
p
art
icip
ate
in t
he
d
ec
isio
nm
aki
ng p
roc
ess
Pr
ovi
de
no
n-fo
od
re
wa
rds
pr
ovi
de
intr
am
ura
ls su
ch
a
s c
oo
kin
g o
r ru
nn
ing
c
lub
s fo
r stu
de
nts
who
d
on
t b
elo
ng
to
sc
ho
ol
tea
ms
m
ake
th
e h
ea
lthy
ch
oic
e t
he
ea
sy
ch
oic
e in
ho
t lu
nc
he
s, v
en
din
g a
nd
c
on
ce
ssio
ns
c
rea
te a
wo
rk o
ut
circ
uit
thro
ug
ho
ut
the
sc
hoo
l fo
r ac
tive
b
rea
ks a
nd
pro
vid
e
eq
uip
me
nt fo
r c
lass
roo
ms
Pu
rcha
se e
art
h b
oxe
s fo
r cla
ssro
om
s a
nd/
or d
eve
lop
ou
tsid
e
ga
rde
ns
He
alth
y Sc
hoo
l Po
licy
Partn
ers
hip
s &
Se
rvic
es
Tea
chi
ng a
nd L
ea
rnin
gSo
cia
l Env
ironm
ent
Phys
ica
l Env
ironm
ent
Ad
min
istr
atio
n
m
ake
we
llne
ss p
art
of
the
sc
ho
ol 3
-ye
ar p
lan
a
nd
em
be
d it
into
th
e
cul
ture
of t
he s
cho
ol
im
ple
me
nt
a s
ch
oo
l or
dist
rict
we
llne
ss p
olic
y.
m
ake
we
llne
ss a
st
an
din
g it
em
on
th
e
sta
ff m
ee
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ag
end
a
in
co
rpo
rate
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alth
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late
d q
ue
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ns
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th
e in
terv
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ce
ss
m
ake
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lua
tion
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sch
oo
l re
qu
irem
en
t a
nd
ma
ke t
ime
.
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clu
de
foo
ds
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che
rs
in p
lan
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nu
triti
on
p
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en
co
ura
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th
e
We
llne
ss c
om
mitt
ee
m
em
be
rs t
o a
dd
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sc
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sse
mb
lies
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d
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ee
ting
s
Pl
an
for p
are
nt
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ga
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nt
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rtn
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l b
usin
ess
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vite
pa
ren
t vo
lun
tee
rs t
o ru
n
cla
sse
s
Su
pp
ort
an
d
en
co
ura
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pa
ren
ts t
o
me
et
the
req
uire
me
nts
o
f He
alth
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atin
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licy
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se
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in
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in
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om
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att
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on
side
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plo
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U
se p
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nal
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en
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inc
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se
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ow
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lin
kin
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AH
S st
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teg
rate
we
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ss a
cro
ss a
ll c
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art
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d
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alth
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ac
ks
St
art
th
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r with
we
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me
s a
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n u
mb
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th
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lop
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d im
ple
me
nt
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gra
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de
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is th
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bu
ild w
elln
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into
th
e
cul
ture
of t
he s
cho
ol
bu
ild e
mo
tion
al
rela
tions
hip
s w
ith s
taff
be
pro
-ac
tive
in
en
co
ura
gin
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ultu
ral
pra
ctic
es
in
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in
form
atio
n fro
m d
iffe
rent
c
ultu
res
en
ga
ge
co
mm
un
ity
me
mb
ers
su
ch
as
loc
al
seni
ors
for p
roje
cts
e.g
. d
eve
lop
ing
a s
ch
oo
l c
om
mu
nity
ga
rde
n
es
tab
lish
rela
tion
ship
s b
etw
ee
n s
tud
en
ts a
nd
lo
ca
l Rc
mp,
pe
ac
e
offi
ce
rs
o
bta
in m
ore
sp
ac
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for a
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s b
y ut
ilisin
g
the
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urc
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in t
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ca
l c
om
mu
nity
Sc
he
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le a
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s so
th
at
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n
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rtic
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m
ake
ch
an
ge
s to
pro
vid
e m
ore
o
pp
ort
unity
for a
ctiv
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bre
aks
in t
he
cla
ss a
nd
th
rou
gh
ou
t th
e s
ch
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l
pa
int
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ac
ga
me
s o
n t
he
pla
ygro
un
d
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t u
p s
ign
ag
e t
o
sha
re a
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s w
ith
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co
mm
un
ity
Scho
ol D
istr
ict
d
eve
lop
ing
a s
ha
red
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sion
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po
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t st
ruc
ture
an
d
gu
ida
nc
e is
req
uire
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olla
bo
rate
with
o
the
r sc
ho
ol d
ivisi
on
s th
en
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nsul
t be
fore
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ple
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ntin
g a
dist
rict
wid
e W
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po
licy
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eve
lop
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d
imp
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ent
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m
the
gro
un
d u
p t
o
aid
bu
y-in
. pu
t a
n
imp
lem
en
tatio
n p
lan
in
pla
ce
with
rea
listic
g
oa
ls. a
cc
ep
t c
ha
ng
e
will
ta
ke t
ime
pu
t w
elln
ess
on
th
e
ag
en
da
wh
en
visi
ting
sc
ho
ols
in
itia
te o
pp
ort
un
itie
s w
ith c
om
mu
nity
an
d
bu
sine
ss p
art
ne
rs t
o
wo
rk w
ith t
he
sc
ho
ol
dist
rict
m
ake
co
nn
ec
tion
s b
etw
ee
n s
ch
oo
l d
istric
t w
elln
ess
o
bje
ctiv
es
an
d
co
mm
un
ity a
nd
m
un
icip
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lan
s
in
teg
rate
he
alth
pro
gra
ms
into
th
e c
urr
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de
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rict
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d
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pu
t a
We
llne
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ab
on
th
e
dist
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we
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pro
vid
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links
an
d re
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s
en
co
ura
ge
all
dist
rict
leve
l c
urric
ulum
sta
ff to
co
nsid
er
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w t
o e
mb
ed
we
llne
ss
with
in t
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ir su
bje
ct
are
as
Sh
are
th
e re
sea
rch
to
ga
in
buy
-in fr
om
sta
ff
pl
ac
e a
dist
rict
ca
len
da
r o
f we
llne
ss e
vent
s o
n w
eb
site
in
volv
e t
he
co
mm
un
ity in
d
istric
t W
elln
ess
pro
gra
ms
a
llow
stu
de
nts
to
p
art
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ate
in t
he
d
ec
isio
n-m
aki
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pro
ce
ss
Fo
ste
r a c
ultu
re o
f tr
ust
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era
tion
an
d
em
pa
thy
Se
t u
p a
dist
rict
reso
urc
es
exc
hang
e
W
ork
with
foo
d
ven
do
rs t
o e
nsu
re
the
y m
ee
t th
e a
ng
developing HealtHy ScHool communitieS Handbook 2011A6
He
alth
y Sc
hoo
l Po
licy
Partn
ers
hip
s &
Se
rvic
es
Tea
chi
ng a
nd L
ea
rnin
gSo
cia
l Env
ironm
ent
Phys
ica
l Env
ironm
ent
Pare
nts
/ Pa
rent
C
oun
cil
Be
pa
rt o
f the
po
licy
de
velo
pm
en
t p
roc
ess
a
sk q
ue
stio
ns
an
d
en
co
ura
ge
yo
ur s
ch
oo
l o
r div
isio
n t
o d
eve
lop
p
olic
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be
co
me
a m
em
be
r o
f the
We
llne
ss
co
mm
itte
e o
r sc
ho
ol-
co
mm
un
ity a
ctio
n
gro
up
s
Su
pp
ort
th
e
co
mm
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e in
d
eve
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oo
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co
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ica
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th
e H
aSS
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nk
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s w
ith
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sc
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Su
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urric
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s
pa
rtic
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te in
sc
ho
ol
we
llne
ss e
ven
ts
in
tera
ct
with
th
e s
ch
oo
l re
ga
rdin
g le
arn
ing
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ativ
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rea
te a
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alth
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ch
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gra
m
m
ake
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raisi