1. OPPORTUNITES TO SUPPORT a Healthy School Environment through the Whole School Whole Community Whole Child (WSCC) Approach
Holly Hunt, Chief, School Health Branch
National Center for Chronic Disease Prevention and Health Promotion
DIVISION OF POPULATION HEALTH, CDC HEALTHY SCHOOLS

2. SESSION OBJECTIVES PARTICIPANTS WILL BE ABLE TO:
ARTICULATE THE CONNECTIONS BETWEEN HEALTHY BEHAVIORS AND LEARNING
DESCRIBE OPPORTUNITIES TO ADOPT A WHOLE SCHOOL WHOLE COMMUNITY WHOLE CHILD (WSCC) APPROACH
IDENTIFY RESOURCES TO SUPPORT ADOPTION OF THE WSCC APPROACH

3. In 2017, among U.S. high school students. . .
14% ate vegetables three or more times per day
26% of students achieved the recommended 60 minutes per day every day of the week
19.5% currently smoked cigarettes or cigars or used smokeless tobacco or an electronic vapor product
36% ever used marijuana
40% ever had sexual intercourse
39% texted or ed while driving a car or other vehicle
15% were electronically bullied
19% were bullied on school property
16% carried a weapon (e.g., a gun, knife, or club)
31.5% felt sad or hopeless
7% experienced sexual dating violence
14.8 obese
Source: CDC. Youth Risk Behavior Surveillance, 2017.

4. In 2017, among U.S. high school students WIsconSIN STUDENTS were:
Less likely to:
Feel sad or hopeless
Ever tried cigarette smoking
Ever used marijuana
Ever had sexual intercourse
More likely to:
Text or while driving a car or other vehicle
Be electronically bullied
Be bullied on school property
Experience sexual dating violence
Source: CDC. Youth Risk Behavior Surveillance, 2017.

5. Whole School Whole Community Whole Child (WSCC)

6. COORDINATED SCHOOL HEALTH
Health Education
Physical Education
Family and Community Involvement
Health Services
Health
Promotion
for Staff
Nutrition
Services
Healthy and Safe School Environment
Counseling, Psychological, and Social Services

7. healthy
safe
engaged
supported
challenged

8. HISTORY 2007 ASCD introduces the Whole Child Initiative 2014
CDC and ASCD collaborate to develop WSCC
Late 1980’s CDC introduces the Coordinated School Health model

9. “No matter how well teachers are prepared to teach, no matter what accountability measures are put in place, no matter what governing structures are established for schools, educational progress will be profoundly limited if students are not motivated and able to learn. Health related problems play a major role in limiting the motivation and ability to learn…”
~Charles Basch

10. Special Issue: The Whole School, Whole Community, Whole Child Model
November 2015 issue
Critical Connections: Health and Academics

11. Healthy Eating and Academic Achievement
Dietary Behavior/Issue
Related Academic Achievement Outcomes
Participation in the School Breakfast Program (SBP)
Increased academic grades and standardized test scores
Reduced absenteeism
Improved cognitive performance
Skipping breakfast
Decreased cognitive performance
Lack of adequate consumption of specific foods
Lower grades
Deficits in specific nutrients
Higher rates of absenteeism and tardiness
Insufficient food intake
Higher rates of absenteeism
Repeating a grade
Inability to focus

12. Physical Activity and Academic Achievement
Physical Activity Practice
Related Academic Achievement Outcomes
Students who are physically active
Have better grades, better school attendance, and better classroom behaviors
Increased physical activity and physical fitness levels
Improved cognitive performance
Increased participation in physical education class
Better grades, standardized test scores, and classroom behavior
Time spent in recess
Improved cognitive performance and classroom behaviors
Participation in brief classroom physical activity breaks
Improved cognitive performance, classroom behaviors, and education outcomes
Participation in extracurricular physical activities
Higher GPAs, lower drop-out rates, and fewer disciplinary problems

13. 2015 Health-Related Behaviors and Academic Grades Fact Sheets
These are the CDC fact sheets. There are a total of 11 fact sheets — there is one overview fact sheet, and others address specific health-risk behaviors including alcohol and other drug use behaviors, physical inactivity and unhealthy dietary behaviors, sexual-risk behaviors, tobacco use behaviors, and unintentional injury and violence-related behaviors. You can get to these fact sheets from the main health and academics web page, or directly from the link provided on this slide.

14. Resources For Health and Academic Achievement
Health and Academic Achievement overview document
Presentation slides with notes
Podcast on physical activity, nutrition, and academic achievement
www2c.cdc.gov/podcasts/playe r.asp?f=

15. Think, Pair, Share Think about these two questions What did you learn?
How will you use this in your work?
Pair up with one other person
Share response with partner

16. Where do I start?
1. Secure administrative support. 2. Establish a school health council or team.

18. Where do I start? 3. Identify a school health coordinator.
4. Develop a plan: Implement the School Health Index. Reflects all components of WSCC
Addresses health and academic achievement
Recommended to support implementation of ESSA plans

19. WHERE DO I START?
5. Implement multiple strategies through multiple components 6. Focus on students 7. Address priority health-enhancing and health-risk behaviors

20. Whole School
Whole Community
Whole Child
(WSCC)

21. National Framework for School-based Physical Education and Physical Activity
Provides framework
Cross-cutting resources
Component specific
resources

22. Whole School
Whole Community
Whole Child (WSCC)

23. NUTRITION ENVIRONMENT AND SERVICES

24. Whole School
Whole Community
Whole Child (WSCC)

25. Parent Engagement Better student behavior. Better school attendance.
Higher academic performance.
Higher school completion rates.
Enhanced social skills.

26. Guide for Getting Parents Involved from K–12
Provides an overview of a healthy school environment
Introduces the framework for engaging parents in school health
Offers suggestions for how to use the resources for Parents for Healthy Schools

27. Whole School
Whole Community
Whole Child (WSCC)

28. Why Engage Communities in Schools?
Support to improve the surrounding environment for schools (i.e. safe routes to schools, parks and green spaces, farmer’s markets)
Engage subject matter experts (i.e. nutrition, health services, physical activity)
Link to resources
Collaborate on objectives that cross sectors (i.e. joint-use agreements for physical activity and community kitchens, school- based health clinics)
Reach target youth and family populations

29. VIRTUAL HEALTHY SCHOOL

30. WHERE DO I START? 8. Provide Professional Development
Health Education Curriculum Analysis Tool (HECAT)
School Health Guidelines
School Health Index
Comprehensive School Physical Activity Program (CSPAP)
Parents for Healthy Schools

31. District Goal: increase school connectedness;
Health Priority: social and emotional health
Access to community counseling services; service learning projects
Evidence and skills based curriculum; profess. dev.
Teamwork and sportsmanship;
Supervision
Demonstrate support; provide educational opportunities
Eliminate practices that identify or shame students
Model; provide stress management
Establish confidential reporting system; offer training
Identify improvements that can be made to prevent bullying
Establish referral system; daily check in
Source: The WSCC Model: A Guide to Implementation, NACDD

32. District Goal: increase school connectedness;
Health Priority: social and emotional health
Participatory learning environments inclusive of diversity
Adopt and implement policies to prevent bullying and harassment
Work with community to implement adult mentoring
Encourage staff to build stronger relationships with students experiencing academic challenges or social problems such as bullying

33. Barriers to Adoption
Will have audience generate some of the responses to what some of the barriers are to school districts adopting WSCC

34. BARRIERS TO ADOPTION
Schools have limited capacity, are stretched thin, and often see the immediate resource limitations in their ability to implement WSCC
Historically, schools are accountable for students academic achievement, not health
Unless framed appropriately, WSCC is seen as just one more thing to do.

35. ADDRESSING BARRIERS TO ADOPTION
Opportunities for incorporating health into already existing systems within schools
Helping schools to expand their network of support, build partnerships and collaborations to make WSCC feasible to school districts.

36. school Improvement PLANs (SIPs)
For many schools, the SIP is the most important planning document developed annually or bi-annually
The ultimate purpose of all SIPs is to increase students’ academic achievement.
SIPs are important under ESSA, but also outside of ESSA

37. WHY INCORPORATE HEALTH AND WELLNESS?
Health impacts academic achievement!
The ultimate purpose of all SIPs is to increase students’ academic achievement.
For many schools, the SIP is the most important planning document developed annually or bi-annually.

38. Why INCORPORATE HEALTH AND WELLNESS?
Improvement plans often drive school- and district-level priorities.
What is included in an improvement plan is what gets measured and accomplished on an ongoing basis.
Assessments are a key part of creating a SIP.
Ideal opportunity to include health-related assessments.

39. Think AND Share Think about these two questions
What is being done in our district in support of the WSCC components?
What can we do to support this approach?

40. WHAT WE HAVE LEARNED ABOUT SUCCESSFUL ADOPTION OF csh/wscc
Included health indicators in SIP processes
Improved and increased school health policies, practices and assessments (e.g., SHI)
Established School Health Advisory Teams/Committees at the state and local levels
School Health Teams
Facilitators:
Administrative support
Staff engagement
Shared goals, responsibility, and work
Barriers:
Limited time and competing priorities
Budget and funding constraints

42. THANK YOU!!! HHUNT@CDC.GOV
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.