Presenter – Dr Harshal Moderator – Dr Abhishek Raut

 Introduction  Background  Components of comprehensive school health programme  Themes of comprehensive school health programme  WHO criteria for health promoting schools  Key principles of health promotion  Strategies for health promotion  YUVA school life skill programme  Challenges in implementing health promoting school guidelines  Review of school health promotion in 10 states of India  Key intervention at school level.  Ten common activities of health promoting school initiative

 Good health and good education provides individuals with tool to lead productive and satisfying life.  A child ability to attain her or his full potential is directly related to complementary effect of good health, good nutrition, physical activity and quality education.  Health promoting school initiative (HPSI) is based on interrelationship between education and health.It aims at increasing number of schools which are truly health promoting and contributes to overall development and well being of children, parents, teachers, and community.

 The health promoting schools concept was adopted by WHO in 1995.this includes- Global school health initiative  Goal of GSHI- to increase number of health promoting schools 1. Foster healthy learning using all its potential and opportunities. 2. Engage health and education personnel, teachers, students, parents, and community leaders in efforts to promote health. 3. Provide safe and healthy environment for all through collaberation with community and school programme

 Health promoting school initiative- HPSI – school based and school owned and encourages partnership between health and education with aim to identify health needs of schools and their communities. Focusing resources on effective school health-  WHO, UNICEF, UNESCO and world bank have developed partnership to focus resources on effective school health.  FRESH approach recommends availability of following four components in school as follows-

1.Health related policies 2.Safe water and sanitation facilities 3.Skills based health education 4.School based health and nutrition services.

 Safe school environment  Sequential health education curriculum  Sequential physical education curriculum  Nutrition services programme  School health services programme  Counseling, psychological and social services programme  Integrated family and community involvement activities  Staff health promotion policy

 Knowing your body  Food and nutrition  Personal and environmental hygiene  Physical fitness  Being responsible and safe  Behavior and life skills.

1. Active promotion of self-esteem 2. Development of good relationships 3. Clarification of philosophy, mission and vision 4. Provision of stimulating challenges 5. Improvement of the physical environment 6. Establishment of good links between school, home and community 7. Development of good links between primary and secondary schools 8. Active promotion of health and well-being

9. Deeper involvement of staff in health education 10. Provision of school meals as a means of ensuring nutrition health and well-being 11. Availability of specialist services and support in health education 12. Development of education potential of school health services for the curriculum

 Health is a resource for development.  Peace, social stability, social justice, respect for human rights, and equity are pre-requisites for health.  Health development requires actions within and beyond the health sector. Participation and involvement of individuals and communities is central to successful health development.  Actions require integration of different but complimentary approaches, methods and players.

 skills development among both students and teachers to foster empowerment for healthy behavior.  mediating between competing interests in a school setting and neighboring community.  creation of conditions that support healthy behavior in the school community.  mobilization of resources and social support for health promotion in schools.

YUVA focuses on –  Self awareness and empathy  Critical and creative thinking  Decision making and problem solving  Effective communication and interpersonal skills  Coping wit emotions and stress.

 Too many players due to complex structure and governance issue.  Multiple guidelines for a common purpose.  Failure of schools to implement comprehensive health promotion programme  Lack of extensive monitoring, evaluation, and reporting by the governing bodies  Lack of basic and continuing training facilities for teachers counselors, other staff and student leaders.  Lack of time for and interest in health promotion among schools.

 Increasing academic pressure and commitment  Lack of collaborative efforts by education and health departments  Culture issues.

 Implementation of the school health policy or rules and regulations as appropriate  Development of a safe, healthy environment (physical and psycho-social) which includes:  adequate, functioning toilets/Latrines);  safe water for drinking and hand washing;  appropriate means of waste disposal;  relation between boys and girls that are respectful, non- discriminatory;

 a fully gender sensitive environment  healthy relations between pupils and teachers etc  conducive learning environment and personal security.  Provision of school health and related services which includes: - appropriate, confidential counseling and other psycho- social services - nutritional and food services - screening for infections - referral of cases as necessary and - first aid services

 Health education services with a focus on: - development of life skills to promote adoption of positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life; - common diseases, their causes and ways of prevention, knowledge, attitudes, beliefs, and values related to the development of healthy behavior and health-promoting conditions

 Health education  Improvement of the physical facilities  Set Policies  Provision of health services  Prevention of major disease  Out-reach to communities  Modeling and demonstration of health best practices  Involving students, teachers, parents and communities in planning and development of appropriate health promoting school interventions.

 Inter-school or within school health competitions.  Have facilities and practices that take care of the special needs of the girl child.

 Schools play an important role in health promotion  The young are seen as a vital target population for the provision of information and encouragement of responsible attitudes and behavior.  Health promotion in schools is most likely to be effective when The needs of the youths are addressed The availability of a supportive environment provided by teachers, students and the community The availability and accessibility of health services

  Naidoo, J and Wills, J Health Promotion: Foundations for Practice. Edinburgh: Bailliere Tindall  World Health Organization Ottawa Charter for Health Promotion. Geneva: WHO  World Health Organization WHO expert committee on comprehensive school health education and promotion. Geneva: WHO  World Health Organization The European network of health promoting schools. Copenhagen: WHO  Promoting Health through schools. WHO’s Global School Health Initiative: WHO  technical Reports Series 870, WHO 1997  WHO’s Global School Health Initiatives, WHO/HPR/HEP/98.4  Promoting Health through Schools Report of a WHO Expert Committee on  Comprehensive School Education and Promotion WHO/HPR/96.4