National Center for Chronic Disease Prevention and Health Promotion Healthy Students Promising Futures Meeting CDC Healthy Schools Update December 2018 National Center for Chronic Disease Prevention and Health Promotion DIVISION OF POPULATION HEALTH, SCHOOL HEALTH BRANCH

Objective Discuss the integration of Mental Health and Social Emotional Climate in current CDC priorities and resources including: Current and upcoming work in Mental Health and Social Emotional Climate Whole School, Whole Community, Whole Child (WSCC) Framework School Health Index Read slide.

Whole School, Whole Community, Whole Child (WSCC) The WSCC model fosters a unified and collaborative approach designed to improve learning and health in our nation’s schools. The WSCC model focuses its attention on the child, emphasizes a school-wide approach, and acknowledges learning, health, and the school as being a part and reflection of the local community. ***

Modules - WSCC components Module 1 – School Health and Safety Policies and Environment Module 2 – Health Education Module 3 – Physical Education and Other Physical Activity Programs Module 4 – Nutrition Environment and Services Module 5 – School Health Services Module 6 – School Counseling, Psychological, and Social Services Module 7 – Social and Emotional Climate Module 8 – Physical Environment Module 9 – Employee Wellness and Health Promotion Module 10 – Family Engagement Module 11 – Community Involvement Introduction Instructions for the Site Coordinator Planning for Improvement Resources Glossary Module 1 – School Health and Safety Policies and Environment Module 2 – Health Education Module 3 – Physical Education and Other Physical Activity Programs Module 4 – Nutrition Environment and Services Module 5 – School Health Services Module 6 – School Counseling, Psychological, and Social Services Module 7 – Social and Emotional Climate Module 8 – Physical Environment Module 9 – Employee Wellness and Health Promotion Module 10 – Family Engagement Module 11 – Community Involvement The new Social and Emotional Learning Module includes questions on: Module 7 – Social and emotion climate CC.1 - Positive school climate CC.2 - Positive student relationships CC.3 - Professional development on meeting diverse needs of students CC.4 - Collaboration to promote social and emotional learning CC.5 - School-wide social and emotional learning CC.6 - Community partnerships to promote social and emotional learning for students in school CC.7 - Prevent harassment and bullying CC.8 - Active supervision CC.9 - Engaging all students S.1 - Prevent school violence

School Health Index The School Health Index was first published in 2000 and recently updated in October 2017 to align with the Whole School, Whole Community, Whole Child Approach. Two versions Elementary and Middle/High. Available in print and in an on-line interactive format. The revised School Health Index is now aligned with the Whole School, Whole Community, Whole Child model. The expansion of SHI now includes social and emotional climate, more extensive questions on physical environment, separate community and family modules, and new or revised questions that reflect the latest evidence across all components.

What is the Purpose of the SHI? The School Health Index: Enables schools to identify strengths and weaknesses of health promotion policies and programs. Enables schools to develop an action plan for improving student health. Engages teachers, parents, students, and the community in promoting health-enhancing behaviors and better health.

SHI Format Completed by school health teams Two separate versions: Elementary School Middle School/High School Self-Assessment: 11 modules Planning: Planning for Improvement section Completing the SHI should be a team effort. The strength of the process comes from having people from different parts of the school community sit down together and plan ways to work towards improving school policies and programs. The connections that develop among SHI participants are among the most important outcomes of the process. The SHI is composed of two main parts: the self-assessment process and the planning process. The self-assessment process consists of a series of questions organized into 11 modules, corresponding the WSCC Model. Following the completion of the self-assessment modules, school health teams are guided through the planning process, which will help them create an action plan to improve high priority areas.

SHI Process - Form a team - Hold a meeting - Complete modules and planning questions - Review results/Create action plan - Re-evaluate There are a number of steps to implementing the SHI in a school. - Form a team - Hold a meeting - Identify module leads and complete modules and planning questions - Review results/Create action plan - Re-evaluate

Sample SHI Questions Teams will complete each of the discussion questions, inserting their scores on the Module Scorecards. They will then calculate their module scores. Here is an example of a completed Scorecard for Module 6.

Sample Module Planning Questions Planning Question 1: Look back at the scores you assigned to each question. According to these scores, what are the strengths and weaknesses of your school’s counseling, psychological, and social services related to students' health and safety? Planning Question 2: For each of the weaknesses identified above, list several recommended actions to improve the school’s scores (e.g., establish a system for referring students to appropriate community-based counseling, psychological, and social services). Each module ends with three planning questions that will result in a list of recommendations. The first planning question asks the group to list the strengths and weaknesses found in the module based on the scores earned for each item. In general, strengths will be those questions that were scored as 3’s or 2’s, and the weaknesses will be those scored as 1’s or 0’s. The second question asks the group to identify actions to improve each weakness identified in the first planning question. These are meant to be simple statements converting the items that were weaknesses into actions. For example, if your school scored a 0 on having a representative school health committee, your action item could be to create and maintain a school health committee. The third question will have the group prioritize the actions. We will look at that in a moment.

Module Planning Questions Planning Question 3: List each of the proposed actions identified in Planning Question 2 in the table. Use the scales to rank each action on the five dimensions below: Importance Cost Time Commitment Feasibility The third planning question asks the group to rate from 1 to 5 each proposed action in terms of five dimensions. This enables actions to be prioritized for implementation. The five dimensions ask the following questions: Importance – How important is the action to my school? Cost – How expensive would it be to plan and implement the action? Time – How much time and effort would it take to implement the action? Commitment – How enthusiastic would the school community be about implementing the action? Feasibility – How difficult would it be to complete the action?

School Health Index The full, comprehensive SHI, developed by CDC, is available in downloadable/hard copy pdf and online at: https://www.cdc.gov/healthyschools/shi/index.htm Alliance for a Healthier Generation’s adaption of SHI is available: https://schools.healthiergeneration.org/dashboard/about_assessment/ Action for Healthy Kids’ adaption of SHI is available: https://afhkschoolportal.force.com/AFHK_Communities_Login

Training Tools for Healthy Schools eLearning Series: Promoting Health and Academic Success (TTHS)

Current and Upcoming Work Collaborate with members of Community Guide to review evidence to support recommendations for school-based depression and anxiety programs for students Partner with SHAPE task force to develop resources to incorporate SEL in health education and physical education Complete environmental scan and summarize existing resources (e.g., guidelines, toolkits) on SEL in schools Work with SAMHSA to connect our respective state grantees regarding Project Aware and WSCC Manuscript on the relationship between physical activity, dietary habits, and indicators of anxiety and depression (using YRBS data) Current work Collaborating with members of Community Guide to review evidence to support recommendations for school-based depression and anxiety programs for students Partnering with SHAPE task force to develop resources to incorporate SEL in health education and physical education Outlining plans for environmental scan of existing resources on SEL in schools Planned work Complete environmental scan and summarize existing resources (e.g., guidelines, toolkits) on SEL in schools Organize SHB workgroup focused on SEL initiatives; develop internal and external partnerships to facilitate work on SEL and school health Highlight how SEL work aligns with current work in SHB and priority areas (e.g., physical activity, out-of-school time) Identify connections and opportunities for collaborations on SEL/climate, mental health and school health services work in the field Disseminate guides, summary of resources and professional development opportunities to grantees and provide technical assistance to support the implementation of SEL programs in schools (within WSCC framework)

National Center for Chronic Disease Prevention and Health Promotion THANK YOU! National Center for Chronic Disease Prevention and Health Promotion DIVISION OF POPULATION HEALTH, SCHOOL HEALTH BRANCH The findings and conclusions in this report are those of the authors and do not necessarily represent the official position of the Centers for Disease Control and Prevention.