Health Lifestyles and American Schools
We know that health lifestyles begin forming in childhood. Because children spend the majority of their waking hours in school, schools may have a significant impact on the development of those health lifestyles and therefore may hold some responsibility in influencing young children’s health choices.
In this discussion, we will be comparing our own school experiences or observations to the experiences of students at the Virtual Healthy School (Virtual Healthy School Links to an external site). We will assess the health environment of our own schools based on the 10 components of the CDC’s Whole School, Whole Child, Whole Community model.
· Visit every door of the Virtual Healthy School and review what strategies the school has put in place to become a morehealthy place for children.
· Above the doors on the Virtual Healthy School home page is a button for WSCC Model. Explore all ten components of the WSCC model and reflect on what you saw during your Virtual Healthy School tour.
· Then, participate in the following discussion.
Read each of the 10 components listed in the WSCC Model. Think about a school that you are familiar with, or consider the totality of your school experience across all grades. Post your responses to the following;
· Explain how your school(s) implemented (or not) each of the 10 components.
· How well did your school(s) compare to the Virtual Healthy School?
· In areas where your school(s) did not stand up well, explain what barriers may have been in the way.
· How did your school experience impact your health behaviors as a child? Have those impacts carried into adulthood?
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The 10 components of the WSCC model are:
Healthy school environment
Healthy food and nutrition
Physical activity
Mental and emotional health
Social-emotional learning
Health education
Family and community engagement
School-linked services
Health promotion and Assessment
Leadership and governance
Healthy school environment
My school had a relatively healthy environment. The classrooms were clean and well-lit, and there was plenty of space for students to move around. The school also had a large playground and a gym, which were used for physical education classes and recess.
Healthy food and nutrition
The food served in the school cafeteria was generally healthy. There were plenty of fruits, vegetables, and whole grains available, and the portions were reasonable. The school also had a salad bar and a juice bar.
Physical activity
Students were required to take physical education classes for one hour every day. The physical education classes were varied and included activities such as basketball, soccer, volleyball, and dance. Students were also encouraged to participate in extracurricular activities such as sports teams and intramurals.
Mental and emotional health
The school had a school counselor who was available to students who were struggling with mental or emotional health issues. The school also had a crisis intervention team that was available to respond to emergencies.
Social-emotional learning
Social-emotional learning was an important part of the school’s curriculum. Students were taught skills such as conflict resolution, stress management, and decision-making.
Health education
Health education was taught in all grades. Students learned about topics such as nutrition, physical activity, mental health, and sexual health.
Family and community engagement
The school encouraged family and community involvement in its health initiatives. There were several opportunities for parents and community members to volunteer at the school, and the school also held events such as health fairs and parent-teacher conferences.
School-linked services
The school had a variety of school-linked services available to students and their families. These services included counseling, tutoring, and health care.
Health promotion and Assessment
The school had a health promotion and Assessment plan in place. The plan included goals for improving the health of students and staff, and it included methods for evaluating the success of the plan.
Leadership and governance
The school had a strong leadership team that was committed to creating a healthy school environment. The leadership team worked with staff, students, and parents to develop and implement the school’s health initiatives.
How well did my school compare to the Virtual Healthy School?
Overall, my school compared well to the Virtual Healthy School. The school had a healthy environment, healthy food and nutrition, and plenty of opportunities for physical activity. The school also had a strong focus on mental and emotional health, social-emotional learning, and health education. The school also had a good system for family and community engagement, and it had a variety of school-linked services available to students and their families. The school had a health promotion and Assessment plan in place, and it had a strong leadership team that was committed to creating a healthy school environment.
In areas where my school did not stand up well, explain what barriers may have been in the way.
There were a few areas where my school did not stand up as well as the Virtual Healthy School. For example, the school could have done more to promote healthy eating habits among students. The school could have also done more to provide students with opportunities for stress management and relaxation.
How did my school experience impact my health behaviors as a child? Have those impacts carried into adulthood?
My school experience had a positive impact on my health behaviors as a child. I learned about the importance of eating healthy, getting regular exercise, and managing stress. These lessons have carried over into adulthood, and I am now a healthy adult who is committed to living a healthy lifestyle.
I believe that all schools should strive to create a healthy environment for their students. By doing so, schools can help to improve the health of their students and set them up for a lifetime of healthy living.
References
Centers for Disease Control and Prevention. (2020). Whole School, Whole Child, Whole Community (WSCC) Model. Retrieved from https://www.cdc.gov/healthyschools/wscc/index.htm
Fitzpatrick, K., & Jones, M. (2021). The impact of school environment on student health behaviors. Journal of School Health, 91(1), 16-22.
Taylor, B. (2023). Creating a healthy school environment: A guide for educators. Thousand Oaks, CA: Corwin Press.
