Name: REYNER G.

SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program

COORDINATED
SCHOOL HEALTH
PROGRAM
Submitted by:
REYNER G. SOBERANO

Submitted to:
MANUEL GARCIA, LPT.
Instructor

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
INTRODUCTION

The Coordinated School Health Program (CSHP) was developed to planning and
implementing school-based children’s health programs. When fully implemented, CSHP
includes coordination of health programs and services across the eight component
framework (Lohrmann, 2009).

What Is Coordinated School Health Program?

- A quality Coordinated School Health Program is an integrated set of planned,
sequential, school-affiliated strategies, activities, and services designed to
promote students' optimal physical, emotional, social and educational
development.
- It is based on local needs, resources, standards and values. It is coordinated by
a multidisciplinary team (CSHP Leadership Team) that is accountable to the
community for program quality and effectiveness.

COMPREHENSIVE AND COORDINATED SCHOOL HEALTH PROGRAM

1. Comprehensive school health means “inclusive,” covering completely and

broadly, and refers to a broad range of components. This will produce a
continuous and complete system to promote and protect students’ health.
2. Coordinated school health means “brought into combined action to cause
separate elements to function in a smooth concerted manner.”
School Health Models

● The Three-Component Model

● The Eight-Component Model
● Full-Service Schools

The Three-Component Model

Originating in the early 1900s and evolving through the 1980s, the three-component
model is considered the traditional model of a school health program, consisting of the
following essential components: (1) health education, (2) health services, and (3) a
healthful environment.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
The Eight-Component Model

In the 1980s, the three-component model was expanded into an eight-component

model—consisting of the following components: (1) health education; (2) health
services; (3) healthy school environment; (4) physical education; (5) nutrition services;
(6) health promotion for school staff; (7) counseling, psychological, and social services;
and (8) parent and community involvement.

Framework for Coordinating School Health

CDC has proposed a framework for planning and coordinating school health activities.
This coordinated school health framework centers around eight critical, interrelated
components:

• Health education
• Physical education
• Health services
• Mental health and social services
• Nutrition services
• Healthy and safe environment
• Family and community involvement
• Staff wellness

Individually, each of these components can contribute to students’ health and well-
being. However, when all of the individual components work together to support the
adoption of health-enhancing behaviors, students’ health and learning are improved.

What are the Goals of School Health?

Ultimately, school health has four interrelated goals:
• Improve health knowledge, attitudes, and skills
• Improve health behaviors and health outcomes
• Improve educational outcomes
• Improve social outcomes

These goals are most effectively and efficiently achieved when all the goals are
addressed simultaneously through a coordinated approach.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
A. Health Education
A planned, sequential, curriculum that addresses the physical, mental, emotional and
social dimensions of health. The curriculum is designed to motivate and assist students
to maintain and improve their health, prevent disease, and reduce health-related risk
behaviors. It allows students to develop and demonstrate increasingly sophisticated
health-related knowledge, attitudes, skills, and practices. The comprehensive curriculum
includes a variety of topics such as:

• Social and Emotional Health

• Nutrition
• Physical Activity
• Safety, including Violence Prevention
• Alcohol, Tobacco and Other Drug Prevention
• Personal Health and Wellness
• Disease Prevention including HIV

Comprehensive health education is a building block approach to creating a healthy

future for today's children.

Qualified professionals that provides health education:

• health educators,
• teachers,
• school counselors,
• school health nurses,
• registered dietitians,
• and community health care professionals

Key Elements of a comprehensive health education program:

The following are key elements of comprehensive health education, which itself are part
of an overall coordinated school health program:
1. A documented, planned, and sequential program of health instruction for
students in grades kindergarten through twelve.
2. A curriculum that addresses and integrates education about a range of
categorical health problems and issues at developmentally appropriate ages.
3. Activities that help young people develop the skills they need to avoid: tobacco
use; dietary patterns that contribute to disease; sedentary lifestyle; sexual behaviors
that result

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
in HIV infection, other STDs and unintended pregnancy; alcohol and other drug use;
and behaviors that result in unintentional and intentional injuries.
4. Instruction provided for a prescribed amount of time at each grade level.
5. Management and coordination by an education professional trained to implement
the program.
6. Instruction from teachers who are trained to teach the subject.
7. Involvement of parents, health professionals, and other concerned community
members.
8. Periodic evaluation, updating, and improvement.

B. Physical Education

“Course taken during primary and secondary education that encourages psychomotor
learning in a play or movement exploration setting”. Is unique to the school curriculum
as it is the only program that provides students with opportunities to learn motor skills,
develop fitness, and gain understanding about the importance of physical activity.

Will be provided challenging instructional program that will advance the knowledge,
confidence, skills, and motivation needed to engage in a lifelong, healthy, active
lifestyle.
The benefits gained from physical activity include:
• Disease prevention
• Decreased morbidity and premature mortality
• Increased mental health and self-esteem.
• Additionally, physical education incorporates concepts of Math, Reading
/Language, Arts and Science into the physical education realm.

Physical Education has 5 components:

1. Cardiovascular Fitness is the ability of the heart, lungs and vascular system to
deliver oxygen-rich blood to working to working muscles during sustained physical
activity.
2. Muscular Strength is the amount force a muscle or group of muscles can exert
against a heavy resistance.
3. Muscular Endurance is the ability of a muscle or muscle group to repeat a
movement many times or hold a particular position for an extended period of time.
4. Flexibility is a degree to which an individual muscle will lengthen.
5. Body Composition is the amount of fat in the body compared to the amount of lean
mass.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program

C.Health Services

Health Services refers to services provided for students to appraise, protect and
promote Health. These services are designed to:
• ensure early intervention , access and referral to primary health care services,
• foster appropriate use of primary health care services,
• prevent and control communicable disease and other health problems,
• provide emergency care for illness and injury,
• promote and provide optimum sanitary conditions for a safe school facility and
school environment,
• and provide educational and counseling opportunities for promoting and
maintaining individual, family, and community health.

Qualified professionals provide these services:

• physicians,
• nurses,
• dentists,
• health educators,
• Psychiatrists
• School counselors
• and other allied health personnel

D.Counseling, Psychological, and Social Services

Services provided to improve students' mental, emotional, and social health. These
services include individual and group assessments, interventions, and referrals. All
students receive these services, including developmental classroom guidance activities
and preventative educational programs, in an effort to enhance and promote academic,
personal, and social growth. Students who may have special needs are served through
the administration and interpretation of psychometric and psychoeducational tests,
observational assessments, individual and group counseling sessions, crisis
intervention for emergency mental health needs, family/home consultation, and/or
referrals to outside community-based agencies when appropriate.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
Qualified professionals that are utilized to provide coordinated "wrap around" services
that contribute to the mental, emotional, and social health of students, their families and
the school environment are:
• counselors,
• psychologists,
• and social workers, along with school health nurses.

E.Nutrition Services

Nutrition services support the Coordinated School Health Program by introducing

healthy eating patterns and concepts to students, reinforcing nutrition concepts
introduced in the health education curriculum, and contributing to students' overall
health and readiness to learn in the school community. Nutrition services assure access
to a variety of nutritious, affordable and appealing meals in school that accommodate
the health and nutrition needs of all students.

Each school's nutrition program also offers a learning laboratory for classroom nutrition
and health education that helps students develop skills and habits in selecting
nutritionally appropriate foods, and serves as a resource and link with nutrition-related
community services and educational programs.

Qualified professionals that provide this service are:

• experienced, knowledgeable school food supervisors
• and registered dietitians

F.Health School Environment

Factors that influence the physical environment include:

• the school building and the area surrounding it,
• any biological or chemical agents that are detrimental to health, and physical
conditions such as temperature, noise, and lighting.
The psychological environment that affects well-being of students and staff includes:
• physical,
• emotional, and
• social conditions

Creating a healthy school environment requires the involvement of students,

administrators, teachers, custodial and maintenance staff, school counselors, school

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
nurses, nutrition services workers. School administrators have the overall responsibility
for a school’s physical and psychosocial environment. Superintendents have the
responsibility for complying with laws, rules, and education code sections that affect the
school environment. In addition, schools need involvement of families and
environmental, public health, public safety, public welfare, and other community
agencies.

Steps to build a healthy school environment:

• Provide leadership and administrative support
• Conduct a site assessment of the schools physical and social environment to
determine the school’s needs
• Establish a set of measurable goals and objectives and design activities around
improving the school’s physical and social environment
• Develop and use a data collection system for assessing and monitoring the
school environment
• Create a school environmental health and safety team
• Develop, implement and enforce policies and a plan for creating and sustaining a
healthy school environment that clearly define acceptable and unacceptable school
conditions
• Designate or hire a coordinator to handle school safety and school building
issues
• Involve the parents and community about any school construction or renovation
plans and/or policies regarding school safety
• Emphasize the importance of communication between teachers and students
which includes issues of listening to feelings and physical ailments
• Empower students by involving them in planning, creating, and sustaining a
school culture of safety and respect
• Evaluate healthy school activities periodically

G.Health Promotion for Staff

Opportunities for school staff to improve their health status through activities such as
health assessments, health education and health-related fitness activities. These
opportunities encourage school staff to pursue a healthy lifestyle that contributes to their
improved health status, improved morale, and a greater personal commitment to the
school's overall coordinated health program. This personal commitment often transfers
into greater commitment to the health of students and creates positive role modeling.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program
Health promotion activities have improved productivity, decreased absenteeism, and
reduced health insurance costs.

Action Steps for Implementing Health Promotion for Faculty and Staff
• Develop school-site health promotion initiatives that go beyond individual-level
risk reduction activities
• Improve methods for evaluating the health outcomes and cost effectiveness of
worksite health promotion programs
• Address the well-being of administrators, faculty, and school support staff,
including school bus drivers, food service workers, building custodians, and classroom
aides
• Integrate health promotion and disease prevention into employee benefit plans
and make such efforts compatible with the goals of managed care
• Establish a standing committee to assess employee and school needs, identify
resources, and evaluate the impact and outcomes of school-site health promotion
efforts

Actions for National, State, and Community Organizations

• Offer grants or provide incentives for local schools and districts to develop,
implement, and evaluate school-site health promotion programs
• Advocate for and support the development of school-site health promotion for
faculty and staff
• Identify exemplary models of school-site health promotion and encourage
schools to replicate them
• Examine and monitor the impact of school-site health promotion efforts on health
benefits and ensure that such programs meet the needs of all school employees
• Provide technical assistance, guidelines, resources, and opportunities for
networking that will help schools develop plans with measurable goals and objectives
for improving faculty and staff health
• Offer or support statewide conferences that foster development and
implementation of school-site health promotion for faculty and staff
• Develop guidelines and standards for school-site health promotion for faculty and
staff based on model guidelines
• Establish integrated databases that monitor health promotion development,
implementation, and evaluation results

H.Family/Community Involvement

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program

An integrated students, parents, community representatives, health specialists and

volunteers in schools provides an integrated approach for enhancing the health and well
being of students both at school and in the community. School health advisory councils,
coalitions and broadly-based constituencies for school health can build support for
school health programs. School administrators, teachers and school health staff in all
components actively solicit family and student involvement and engage community
resources, expertise and services to respond effectively to the health-related needs of
students and families.

Qualified professionals that provide leadership in this area are:

• principals,
• teachers
• and school health staff,
• in partnership with students, parents and volunteers

Full-Service Schools

In addition to quality education, a full-service school model involves a one-stop,

seamless institution. The school provides a wide range of health, mental health, social,
and family services.

coordinated school health program | PEDUC 014

Name: REYNER G. SOBERANO
Course & Yr.: BPED 3A
Course Number : PBPED 014
Descriptive Title : Coordinated School Health Program

References:

Anderson, D. (1989). The Discipline and the Profession. Foundations of Canadian

Physical Education, Recreation, and Sports Studies. Dubuque, IA: Wm. C. Brown
Publishers.
http://www.marylandpublicschools.org/MSDE/divisions/instruction/
physical_education.htm
http://www.emc.cmich.edu/cshp/environment.htm
http://www2.edc.org/makinghealthacademic/concept/actions_environment.asp
http://www.emc.cmich.edu/cshp/default.htm
http://www2.edc.org/makinghealthacademic/cshp.asp
CDC, Coordinated School Health
Program,http://www.cdc.gov/HealthyYouth/CSHP/comprehensive_ed.htm
http://www.tn.gov/education/schoolhealth/

coordinated school health program | PEDUC 014