PROMOTING HEALTH THROUGH SCHOOLS
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- PROMOTING HEALTH THROUGH SCHOOLS
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PROMOTING HEALTH THROUGH SCHOOLS
prepared by the
Health Education and Health Promotion Unit (HEP)
Division of Health Promotion,
Education and Communication
January 1996
This material includes the following:
1.
1
Recommendations of the WHO Expert Committee on Comprehensive
School Health Education and Promotion
2.
A detailed description of HEP’s School Health Activities
A list of major School Health-related documents/articles by other
WHO/HQ Programmes
4.
Three flyers about WHO’s School Health Initiative
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r
5.
Oveiwiew of the School Health Initiative
Creating Health Promoting Schools
School Health: One of today’s best investments
School Health: An Annotated Bibliography
r
CHAPTERS. RECOMMENDATIONS
PROMOTING HEALTH THROUGH SCHOOLS
Recommendations of the WHO Expert Committee on
Comprehensive School Health Education and Promotion
PREAMBLE
P^ea,. .en.a,, and
social health needs of children and youth.
The WHO Expert Committee on C^Pr®h2e2nS^ptgX°rl
that .he health of school children ^n^an.l)'
can become health promoung enemontnentsonly to tb=
■
b’ecljnle "healthy
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sx™ "J--
increase tne eii
y
Therefore interventions that
b”:-nous and common heihh problems shotdd
be implemented widely and rapidly.
PRINCIPLES AND PRIORITIES FOR ACTION
1.
Investment in schooling must be improved and expanded
Education is a fundamental human right which has a profound influence on health
Therefore every Member State must provide in-school education that meets the full ra g
of children’s learning and developmental needs, and should extend education to those
children who are no! receiving schooling, including children who may be phys.cally and
mentally impaired.
World Health Organization
1
HEALTH EDUCATION
AND
HEALTH PROMOTION
Promoting HeaMk
Tlkrougli Sckool s
Health Education and Health Promotion Unit (HEP)
Division of Health Promotion, Education and Communication (HPR)
World Health Organization
January 1996
PROMOTING HEALTH THROUGH SCHOOLS
School Health
Since the early 1950's, WHO has recognized the importance of promoting health through
schools. Many divisions within WHO and WHO Regional Offices contribute individually and'
collectively to improving school health programmes. A list of major recent accomplishments by
WHO/HQ programmes is found in Attachment I. Recent activities and accomplishments of WHO's
Regional Offices are listed in the Health Promotion/Health Education Reports enclosed in this
programme review. The focus of this report is the school health-related work of WHO's Health
Education and Health Promotion Unit (HEP) and its efforts to foster concerted efforts in support of
school health as an integral part of primary health care.
In 1990, HEP began a steady effort to enhance school health-related activities with the
initiation of a WHO Collaborating Centre for Health Promotion and Education for School-aged
Children and Youth at the Division of Adolescent and School Health (DASH), National Center for
Chronic Disease Control and Health Promotion (NCDCPHP), Centers for Disease Control and
Prevention (CDC), Atlanta, USA. Through this collaborative arrangement, WHO/HEP and CDC
have worked together, and in collaboration with WHO Regional offices, to increase support for
school health efforts that can improve the health and well-being of students, school personnel,
families and community members. This mutually beneficial partnership has been highly
productive, resulting in many of the achievements described below.
In 1991, WHO/HEP organized a joint WHO/UNESCO/UNICEF meeting on
Comprehensive School Health Education. This meeting marked the beginning of a series of
concerted efforts between WHO/HEP, Regional offices, UN agencies and other international
organizations to strengthen school health education, including education to prevent HIV infection.
The guidelines, recommendations and publications that resulted from these efforts have been
adopted in WHO Regions and are used by countries to strengthen school health education and to
initiate a wide range of school health efforts to prevent HIV infection. A list of documents
prepared by WHO/HEP in collaboration with multiple agencies is attached (Attachment II).
In 1993, the importance of action to increase support of school health programmes was
reinforced in the publication World Development Report: Investing in Health, by the World Bank
in collaboration with WHO. The report identified school health programmes as among the most
cost-effective public health interventions and recommended that nations increase investment in
such programmes. The importance of school health activities was further acknowledged that same
year by the WHO's Executive Board, which approved WHO's proposal to convene a WHO Expert
Committee Meeting on Comprehensive School Health Education and Promotion.
A New Division: increased commitment, mandate and resources
WHO's commitment and support for school health was further enhanced by the creation of
the Division of Health Promotion, Education and Communication (HPR) in May 1994. The
new Division assumed the responsibilities of the former Division of Health Education, including
efforts to strengthen school health education. Several immediate actions increased WHO's capacity
to promote school health:
Commitment: In establishing HPR, the Director-General of WHO requested that priority be
given to strengthening the Organization's efforts to help schools improve the health of
students, staff, families and community members.
Mandate: School health was immediately given priority within HPR. Dr Ilona Kickbusch.
Director, HPR and Dr Desmond O'Byme, Chief of HPR’s Health Education and Health
Promotion Unit (HEP), expanded the unit's efforts beyond school health education to
encompass all of the opportunities that can enable schools to promote health. Additionally,
they proposed the development of a Global School Health Initiative to unite the diverse
initiatives of UN organizations, IGOs, NGOs and donor agencies.
Staff: Although, WHO’s total resources were extremely limited throughout 1994-95, HPR
dedicated two full-time staff positions within HEP for school health. A School Health
Team was created within HEP and three HEP professionals served on the Team, in addition
to their other responsibilities.
Resources: Since 1994, HEP's School Health Team has substantially increased extrabudgetary support for school health-related activities. Extra-budgetary funding increased
from $162 000 in 1994 to approximately $274 000 in 1995 and $372 000 in 1996.
Recent Achievements
HPR/HEP's School Health Team is developing a Global School Health Initiative. The
following actions are contributing to the Initiative.
Building School Health Capacities Within WHO/HQ: In June 1994, HPR/HEP’s School
Health Team established, and serves as the secretariat for, WHO’s Working Group on
School Health. Over forty WHO units participate in the Working Group and ten WHO
divisions have designated staff to work with HPR/HEP as a ’’Core Group” for carrying out
the Working Group's recommendations. The Working Group was substantially involved in
the preparations for the Expert Committee Meeting (below) and in all other actions taken by
HPR/HEP to promote school health. The Working Group is the means through which
WHO/HQ's school health-related policies and resources are organized into concerted efforts
in support of the Global School Health Initiative. The Terms of Reference for the Working
Group are attached (Attachment III).
WHO Expert Committee Meeting on Comprehensive School Health Education and
Promotion: In September 1995, WHO/HQ convened an Expert Committee meeting on
school health. One expert from a governmental or non-govemment organization, at the
national or local level, participated from each of WHO’s six Regions. The report of the
Expert Committee describes the status of school health programmes, research that can be
used to improve programmes and recommendations for international, national, and local
2
actions to help schools to become health promoting schools". The committee's report and
its background papers provide an information base for the Global Initiative.
WH.O/EI/UNESCO Global Conference on School Health and HIV Prevention: In July
1995, in Harare, Zimbabwe, HPR/HEP’s School Health Team, Education International (El),
WHO’s Global Programme on AIDS (GPA) and UNESCO convened a global conference to
help the leaders of El s unions to collaborate with ministries of health and education in
developing school health programmes, including education to prevention HIV infection.
Education International is the world's largest International Trade Secretariat, comprised of
259 teacher's unions that represent 23 000 000 teachers and education sector personnel.
This endeavour combined the resources and capacities of El, WHO and UNESCO in pursuit
of improving education, health and social equity. It serves as a model for WHO's efforts to
foster intersectoral support for the Global School Health Initiative.
Strengthening Interventions to Reduce Helminth Infections Through Schools: Helminth
infections constitute the world’s leading burden of disease among school-age children.
HPR/HEP s School Health Team worked with five WHO technical programmes to prepare
information that will help schools develop helminth reduction interventions, using a variety
of school health components. The document is the first of a WHO Information Series on
School Health Issues and serves as a prototype for the series.
Developing school health assessment tools: HPR/HEP’s School Health Team, in
collaboration with WHO/AMRO, the Education Development Center, Inc. (EDC) and El
piloted a protocol to help national and local officials make a rapid assessment of national
and local capacities for school health. The protocol was piloted in Costa Rica and Bolivia.
The protocol will also address ways the assessment results may be used in developing
national and local school health plans. This tool will be made available to countries to help
them act on the recommendations of the WHO Expert Committee Report.
B.ui.lding.WHO’s Regional Capacities: HPR/HEP’s School Health Team is also working
with WHO Regional advisers to identify ways in which Regional networks of persons
responsible for school health might be developed. Regional advisors have expressed strong
interest in developing such networks following the successful development of
WHO/EURO's Regional Network of Health Promoting Schools. Network development is
being promoted through Regional Workshops for officials from ministries of health and
education. The development of such networks will provide on-going means through which
organizations participating in the Global School Health initiative can assist countries. In
1995, HPR/HEP in collaboration with WPRO, convened inter-country workshops to
promote network development in Singapore and Shanghai, China. Meetings to develop
Regional networks are also being planned by AMRO, AFRO, EMRO and SEARO.
Building National Capacities: Building national capacities to promote health is an
important responsibility of WHO Regional Offices. In 1995, HPR/HEP, in collaboration
with WHO/WPRO and WHO/AFRO assisted China and South Africa, respectively, to
organize national conferences to increase interest and support for school health. Both
countries focused on the development of "health promoting schools" and China agreed to
3
work with WHO to initiate a regional programme to reduce helminth infections through
schools. HPR/HEP also served as a liaison to introduce efforts of the Russian Federation of
Health Promoting Schools, which receives support from WHO/EURO, the Commission of
European Communities and the Council of Europe, to officials from Russia and the United
States of America who are developing a collaborative, bilateral health promotion effort.
Future Directions: WHO's School Health Initiative
The goal of WHO's School Health Initiative is to improve the health of students, school
personnel, families and other members of the community. It's objective is to increase the number of
schools that are "health promoting schools". In general, WHO intends that the Initiative will:
revitalize and enhance worldwide support for promoting health through schools
build on research and experience worldwide, and particularly on international, national and
local efforts to help schools become "health promoting schools"
provide an impetus for mobilizing and strengthening school health
enable organizations to maximize the use of their resources
unite the diverse school health initiatives of the United Nations family
provide ownership and full partnership to all organizations involved
Specific Initiative Strategies
WHQ $ advocacy §trfltegig$: These are aimed at influencing school health related policy and
increasing commitment and resources for school health. They involve efforts to consolidate
expert opinion about the nature and scope, effectiveness and potential of school health and
Health Promoting Schools. They involve the preparation of arguments that will help:
people to make a case for increased support and attention to school health; and
policy- and decision-makers determine and justify increased levels of priority and
support for school health.
WHO will continue to work with partners to develop state-of-the-art documents and
materials related to school health. The documents will:
be developed using the Report of the WHO Expert Committee and its background
papers as a starting points for the preparation of a variety of documents and
packages.
be designed to increase interest and support for international, national, district and
local efforts to improve school health.
4
target a variety of groups, such as financial administrators, policy- and decision
makers, programme planners, service providers, curriculum developers, teachers,
parents, community leaders, and citizens.
Partners providing technical and financial support for the development of these documents
include. Centers for Disease Control and Prevention, Johann Jacobs Foundation, Education
International, UNESCO and Johnson and Johnson. These partnerships serve as a model for
the development of new partnerships between the public and private sectors.
WHQ ? support strategic: These are aimed at mobilizing organizations and resources in
support of school health. They involve efforts to identify organizations with the
constituencies and the capacities to help strengthen school health. They also involve efforts
to establish the means to build alliances among organizations and foster collaborative or
complementary actions to strengthen school health.
WHO will work with partners to establish Regional Networks of individuals responsible
for developing school health programmes. The networks will serve as a means by which:
members can share information and learn from each other.
organizations can introduce state-of-the-art interventions, guidelines and materials.
organizations and members can identify ways to work together in building capacities
to strengthen school health.
Partners providing technical and financial support for the development of Regional School
Health Networks include: WHO Regional Offices and their partners. Centers for Disease
Control and Prevention, Johann Jacobs Foundation, Education International, and UNESCO.
WHO's empowerment ?trategi?§: These are aimed at increasing the capacities of individuals
and organizations which can help strengthen school health. They involve efforts to:
Increase knowledge, skills and technical capacities.
Develop financial and technical resources.
WHO will work with partners to help selected countries to obtain technical and financial
support for strengthening school health. Priority will be given to countries with the
largest needs and school-age populations.
Partners providing technical and financial support for the implementation of WHO
empowerment strategies include: WHO Regional Offices and their partners. Centers for
Disease Control and Prevention and UNESCO.
5
ATTACHMENT I
RECENT SCHOOL HEALTH-RELATED DOCUMENTS AND ARTICLES
PRODUCED BY PROGRAMMES AT WHO/HQ
School health education to prevent AIDS and sexually transmitted diseases: Handbook for
curriculum planners, WHO/UNESCO, Geneva 1994
School health education to prevent AIDS and sexually transmitted diseases: Teachers' guide,
WHO/UNESCO, Geneva 1994
School health education to prevent AIDS and sexually transmitted diseases: Students' activities,
WHO/UNESCO, Geneva 1994
School sanitation and hygiene education in Latin America, WHO, Geneva, 1994.
Meeting between the World Health Organization and the Partnership for Child Development,
WHO, Geneva, 1994.
Mental health programmes in schools, R. Hendren, R. Birrell Weisen, J. Orlev, WHO, Geneva
1994.
Hygiene education and environmental sanitation in schools in Viet Nam: L. Laugeri, WHO.
Geneva, 1994.
Life skills education for children and adolescents in schools: introduction and guidelines to
facilitate the development and implementation of life skills programmes, WHO. Geneva, 1993.
The health of young people: a challenge and promise, WHO, Geneva, 1993.
Educational handbook for nutrition trainers, A. Oshaug, D. Benbouzki, J.J. Guilbert, WHO,
Geneva, 1993.
Counseling skills training in adolescent sexuality and reproductive health: a facilitator's guide.
WHO Geneva, 1993.
Health of school children: treatment of intestinal helminths and schistosomiasis. WHO. Geneva,
1992.
School health education to prevent AIDS and sexually transmitted diseases: WHO AIDS Series 10,
WHO, Geneva, 1992.
Promotion of heart health in schools, M.P.Bouman, World Health Forum, 1992.
A cross-cultural pilot study on alcohol eduction and young people, C.L. Perry and M. Grant, World
Healthy Statistics Quarterly, WHO, Geneva, 1991.
6
Food, environment and health: a guide for primary school teachers, WHO, Geneva 1990.
Prevention in childhood and youth of adult cardiovascular diseases: time for action, WHO, Geneva
1990.
7
ATTACHMENT II
RECENT SCHOOL HEALTH DOCUMENTS, ARTICLES AND MEETINGS
Health Education and Health Promotion Unit
WHO/ HQ
Documents:
Promoting Health Through Schools: A Report of a WHO Expert Committee on
Comprehensive School Health Education and Promotion, September 1995. (Document in
preparation)
School Health: An annotated bibliography of selected WHO and non-WHO school health
titles. Prepared by HEP and HLL/WHO, WHO Geneva, April 1995.
School Health Education: An Integrated Approach in Latin America, 1994. Regional Office
for the Americas, HSS/SILOS-37.
Comprehensive School Health Education: Suggested Guidelines for Action,
WHO/UNESCO/UNICEF Consultation on Strategies for Implementing Comprehensive
School Health Education/Promotion Programmes, WHO/UNESCO/UNICEF, 92.2
Comprehensive School Health Education: Recommendations and Guidelines for
Implementing and Strengthening School Health Education in the South-East Asia Region,
1992, Regional Office for South-East Asia.
Articles:
Advancing the Status of Girls and Women: A Shared Goal, I. Kickbusch, Education
International Magazine, March 1995.
Improving Health Through Schools, J. Jones, I. Kickbusch, D. O'Byme, World Health,
March-April 1995
Mobilizing Support to Strengthen the Role of Schools in Preventing HIV Infection, STD
and Other Significant Health Problems, H.S. Dhillon, H.S. et al., HYGIE: International
Journal of Health Education, September 93, Vol. XII/3.
A Call for Action to Implement and Strengthen Comprehensive Approaches to School
Health Education in South East Asia, H.S. Dhillon, H.S. et al., HYGIE: International
8
Journal of Health Education, March 93, Vol. XII/1.
Implementing Comprehensive School Health Education/Promotion Programmes, H.
Nakajima, HYGIE; International Journal of Health Education. Vol. XI, 1992/3.
Health in Education for All: Enabling School-age Children and Adults for Healthy Living,
Dhillon, H.S: Philip, L.; HYGIE; International Journal of Health Education Vol XI
1992/3.
School Health Education at the Crossroads, Dhillon, H.S; HYGIE: International Journal of
Health Education, Vol. XI, 1992/3.
School Health Education: Challenge for National and International Agencies, Kolbe. L.;
Tolsma, D.; Dhillon, H.S: O'Byme, D.; Jones, J.; HYGIE; International Journal of Health
Education, Vol. XI, 1992/2.
Meetings organized:
WHO/WPRO Inter-Country Meeting on School Health and the Prevention of Helminth
Infection, Shanghai, China, December 1995.
National Meeting on Strengthening School Health in China, Beijing, China, December
1995.
EI/WHO/UNESCO International Conference on School Health and HIV Prevention, Harare,
Zimbabwe, July 1995.
WHO/AMRO Inter-Country Consultation on Comprehensive School Health Education
(Costa Rica, November 1993).
WHO/SEARO Inter-Country Consultation on Comprehensive School Health Education
(Colombo, Sri Lanka, October, 1992).
WHO/UNESCO/UNICEF Work Sessions on Strengthening the Role of Schools to Prevent
HIV Infection and Other Important Health Problems, XII, XIII and XI International
Conferences on AIDS (Florence, Italy June 1991; Amsterdam, The Netherlands, July 1992;
and Berlin, Germany June 1993).
WHO/UNESCO/UNICEF/UNFPA Work Session on Planning and Working Together to
Strengthen Comprehensive Approaches to School Health Education, XIV World
Conference on Health Education (Helsinki, Finland June 1991).
9
ATTACHMENT III
TERMS OF REFERENCE
WHO WORKING GROUP ON SCHOOL HEALTH
The WHO activities proposed in this document are consistent with the goals and spirit of Health for
All, Education for All, and the Alma-Alta Declaration as carried forward in the Ottawa Charter for
Health Promotion.
Introduction
Health, as a fundamental resource for everyday life, needs to be nurtured and supported by all
institutions in society. The education system is one such institution that reaches a very large
portion of the population in all countries. Through the "school", in all its variations - primary
schools, secondary schools, colleges/universities, vocational schools, adult education classes, etc.,
the education system provides an important entry into communities and families.
The school, and its environment, can serve as a means to health, as well as education. The school is
a setting through which the health ot pre-schoolers, students, school personnel, parents and other
members of the community can be improved. It can serve as a means for coordinating, integrating,
implementing and sustaining a variety of health promotion, disease and injury prevention, and risk
reduction interventions that can improve health, educational potential and well-being.
Recently, the World Bank and World Health Orgamzation collaborated in assessing the global
burden of disease (GBD) by combining (1) losses from premature death and (2) losses of healthy
life resulting from disability into measurable units called "disability-adjusted life years" (or
DALYs). Using the dollar as the common currency for measuring the cost of a given health
improving intervention, and DALYs as the unit for measuring various health outcomes, the World
Bank and WHO calculated and compared the cost-effectiveness of various interventions.
The World Bank/WHO report consequently recommended that, although health problems vary
from region to region, most regions could benefit greatly by implementing an "essential public
health package” which includes the following five elements.
*
*
*
An expanded program on immunization, including micronutrient supplementation.
School health programs to treat worm infections and micronutrient deficiencies and to
provide health education
Programs to increase public knowledge about family planning and nutrition, about self-cure
or indications tor seeking care, and about vector control and disease surveillance activities
*
Programs to reduce consumption of tobacco, alcohol, and other drugs
*
AIDS prevention programs with a strong STD component
Clearly, schools can play a major role in addressing each of the five elements. It has been
10
estimated that this package could reduce 8% of the burden of disease in low-income countries for
$4 per capita (1.2% of income/capita); and could reduce 4% of the burden of disease in middle
income countries for $7 per capita (0.3% of income/capita).
Thus, the health opportunities afforded by schools are very great. However, in many countries,
schools do not have the capacities or resources to fully exploit their potential. Indeed, in many
countries, schools themselves do not provide a favourable environment for health. This situation
merits increased attention and actions for change by both health and education organizations. It is
for these reasons that this effort is focused on the school. The school is a critically important
setting to influence both the health and education of the school child and other persons.
The Nature and Scope of School Health
Today, the concept of school health goes well beyond providing health instruction and screening
services for students. School health consists of multiple and inter-related components, such as
health education, health services, a healthful environment, physical educatiorv'recreation,
school/community health projects and outreach programmes, psycho-social counselling, health
promotion programmes for staff, nutrition and feeding programmes, and other efforts to improve
health.
Components of school health can be planned and implemented in an organized and complementarv
manner, with increased attention to prevailing health needs and problems. Such planning helps to
avoid irrelevant, duplicative or conflicting interventions; reduce competition for time and attention
between components; and maximize the use of limited health and education resources.
When school health components are organized, integrated to address a wide range of health issues,
and include broad and holistic approaches, they constitute a ’’comprehensive approach to school
health". Schools that approach health in this manner are sometimes called "Health Promoting
Schools". Evidence demonstrates that comprehensive approaches to school health can be costeffective means for promoting health and reducing health problems. However, schools worldwide
lack the capacities and resources to plan, implement and evaluate them.
11
Ch 19 5
06802
>0* ? I
.4'
WHO Role in Strengthening School Health
Strengthening school health requires considerable political, financial, and technical support. A
Global School Health Initiative might serve as an effective means to pool resources and gain the
support of many health and education programmes.
WHO programmes, UN agencies, IGOs, NGOs and other professional and scientific organizations
are likely to work together on a Global School Health Initiative only if their particular programme
or interest is served. Because comprehensive
approaches to school health are an effective way to address a
wide range of health interests, they also may serve a strategic purpose in mobilizing alliances and
resources for school health.
WHO programmes have the capacities to provide technical support for a wide range of health
promotion, health education, disease and injury prevention, health care, mental health and
environmental health interventions. Thus, the support of many WHO programmes is needed to
foster the development of comprehensive approaches to school health, and to provide leadership
and direction in launching a successful Global School Health Initiative. Doing so will further
stimulate WHO to organize its capacities into concerted efforts and explore resources with UN
agencies, IGOs, NGOs, donors and professional and scientific organizations worldwide.
WHO Working Group on School Health - Purpose/Functions
The WHO Working Group on School Health serves as a mechanism to enable all WHO
programmes with an interest in school health to share their experiences and work togedier. The
Working Group will:
1.
Establish direction and assist in the formulation of priorities for international, regional,
national and community actions to improve school health. This will include:
a.
Identifying needs, priorities and interested partners for developing or revising WHO
guidelines on the components of a school health programme;
Components of a school health programme can include:
school health management and administration
school health education
school health services
a healthful school environment
physical education/recreation
schoo 1/community health projects and outreach
psycho-social counselling
health promotion programmes for staff
nutrition and feeding programmes
other efforts
12
b.
Identifying needs, priorities and interested partners for developing or revising
WHO guidelines on specific health problems, as well as broad holistic
intervenfrQns to be addressed as part of a comprehensive approach to school
health;
Specific health problems
malaria
schistosomiasis
food borne illness
tuberculosis
injuries
sexual behaviour likely to result in unintended pregnancy, STD, or HIV
infection
anaemia and malnutrition
drug/alcohol/tobacco use
Broad, holistic interventions
life skills education
fitness programmes
2.
c.
Identifying needs, priorities and potential participants for conferences. Expert
Committee meetings, task forces and consultations on school health-related
issues; and
d.
Identifying needs, priorities and interested partners for developing systems to
monitor and assess progress and achievements in school health.
Improve collaboration and support among international, regional, national and
community agencies to improve school health. This will include:
a.
Identifying priorities for collaborative efforts between WHO, UNESCO,
UNICEF, UNFPA, UNEP and other relevant IGOs, NGOs and
professional/scientiflc organizations;
b.
Identifying organizations with which WHO should develop alliances and
working relations;
c.
Identifying mechanisms for strengthening collaboration between WHO.
UNESCO, UNICEF, UNFPA, UNEP and other relevant IGOs and NGOs; and
d.
Identifying ways to provide support for the development of Regional
Networks of Health Promoting Schools.
13
3.
Strengthen international, national and community capacities to plan, implement and
evaluate school health. This will include:
a.
Identifying needs, priorities and partners for elaborating strategies and
methods;
b.
Identifying needs, priorities and partners for developing documents, materials,
and training programmes;
c.
Identifying ways to improve and update documents in the WHO School Health
Resource Centre and Database;
d.
Identifying efficient ways to collaborate in providing technical assistance and
consultation to other organizations and Member States.
Working Group - Secretariat
HE/HEP will serve as the secretariat for the Working Group, organizing meetings and
preparing agendas and items for discussion.
Working Group - Composition
Working group participation is open to all WHO programmes which are involved or wish to
be involved in strengthening school health. For the purpose of consistency, WHO
programmes
will be asked to identify a representative to routinely attend the Working Group meetings.
Core Group on School Health - Purpose/Functions
The purpose of the Core Group is to serve the Working group.
The Core Group will:
1.
Develop a priority work plan for cooperative activities within WHO and with other
relevant organizations, in order to improve school health and establish a Global
School Health Initiative;
2.
Plan activities such as Expert Committee meetings, school health-related research, the
development of guidelines, documents and materials, and training for WHO staff and
professionals from other relevant organizations;
3.
Explore existing relationships and new opportunities to enhance the effectiveness and
efficiency of WHO's work with UN and other organizations; and
4.
Report progress regularly to the Working Group, and prepare the agenda and
background documents for its meetings.
5.
Plan and review progress.
14
Core Group Facilitation
The Director HPE will facilitate the initial sessions of the Core Group. HPE/HEP will serve
as the secretariat for the Group. The chair will rotate among its members.
Core Group Composition
The Core Group will be composed of a small group of representatives from WHO
programmes significantly involved in school health, who are designated to serve on the Core
Group by their Division Directors.
15
RECENT SCHOOL HEALTH-RELATED DOCUMENTS AND ARTICLES
PRODUCED BY PROGRAMMES AT WHO/HQ
School health education to prevent AIDS and sexually transmitted diseases: Handbook for
curriculum planners, WHO/UNESCO, Geneva 1994
School health education to prevent AIDS and sexually transmitted diseases: Teachers’ euide,
WHO/UNESCO, Geneva 1994
School health education to prevent AIDS and sexually transmitted diseases: Students' activities,
WHO/UNESCO, Geneva 1994
School sanitation and hygiene education in Latin America, WHO, Geneva, 1994.
Meeting between the World Health Organization and the Partnership for Child Development,
WHO, Geneva, 1994.
Mental health programmes in schools, R. Hendren, R. Birrell Weisen, J. Orley, WHO Geneva
1994.
Hygiene education and environmental sanitation in schools in Viet Nam: L. Laugeri, WHO,
Geneva, 1994.
Life skills education for children and adolescents in schools: introduction and guidelines to
facilitate the development and implementation of life skills programmes, WHO, Geneva, 1993.
The health of young people: a challenge and promise, WHO, Geneva, 1993.
Educational handbook for nutrition trainers, A. Oshaug, D. Benbouzki, J.J. Guilbert, WHO,
Geneva, 1993.
Counseling skills training in adolescent sexuality and reproductive health: a facilitator's guide,
WHO Geneva, 1993.
Health of school children: treatment of intestinal helminths and schistosomiasis, WHO, Geneva,
1992.
School health education to prevent AIDS and sexually transmitted diseases: WHO AIDS Series 10,
WHO, Geneva, 1992.
Promotion of heart health in schools, M.P.Bouman, World Health Forum, 1992.
A cross-cultural pilot study on alcohol eduction and young people, C.L. Perry and M. Grant, World
Healthy Statistics Quarterly, WHO, Geneva, 1991.
WORLD HEALTH ORGANIZATION W
ty ORGANISATION MONDIALE DE LASANTE
The World Health Organization's
School Health Initiative
The school is an extraordinary setting through which to improve the health of
students, school personnel, families and members of the community. It is a means to
support the basic human rights of both education and health. It offers opportunities
to achieve significant health and education benefits with investments of scarce educa
tion and health resources. It also offers highly visible opportunities to demonstrate a
commitment to equity and to raising the social status of women and girls.
School-age children number over a thousand million in the world. The school is a
basic institution in every society and offers the possibility to improve the health not
only of the children but of whole communities. Studies show that schools can provide
a cost-effective way to improve the health of students and other community members.
A comprehensive and proactive approach to school health therefore constitutes an
important investment in a country's overall health and development. Thus, the estab
lishment of school health programmes, worldwide represents a major challenge for
WHO.
WHO is therefore launching a new School Health /n/t/ativewhich builds on expe
rience gained worldwide. It will provide the impetus for mobilizing and strengthening
health promotion and education activities at the local, national, regional and global
levels to improve health through schools.
The main elements in this intersectoral initiative are:
✓ 1. A healthy school environment - not only good hygiene, water and sanita
tion facilities, but also adequate space and working conditions for students
and teachers. An unplanned school environment can actually be detrimen
tal to health.
. 1 Jl-UJ-
This is the rationale for WHO's School Health Initiative, which will be the subject
of an Expert Committee meeting on School Health in September 1995. A con
certed effort is needed between governments, WHO, the rest of the UN family
and the donor community to put the Initiative into full operation. The outcome
in the long term will be a major contribution to health in the twenty-first cen
tury, especially in the least developed countries where the need is greatest.
For further information on the School Health Initiative, contact:
Health Education and Health Promotion Unit (HEP)
Division of Health Promotion, Education and Communication (HPR)
World Health Organization,
1211 Geneva 27, Switzerland
Tel:41 22 791 2585
Fax: 41 22 791 0746
E-mail: obyrned@who.ch
April 1995
WORLD HEALTH ORGANIZATION M
V ORGANISATION MONDI ALE DE LASANTE
The World Health Organization's
School Health Initiative
CREATING HEALTH PROMOTING SCHOOLS: THE OBJECTIVE
OF WHO’S GLOBAL SCHOOL HEALTH INITIATIVE
The school is an extraordinary setting through which to improve the health of students, school
personnel, families and members of the community. It is a means to support the basic human rights
of both education and health. It offers opportunities to achieve significant health and education
benefits with investments of scarce education and health resources. It also offers highly visible
opportunities to demonstrate a commitment to equity and to raising the social status of women and
girls.
Thus, WHO is launching a Global School Health Initiative to revitalize and enhance
worldwide support for promoting health through schools. The initiative is built’on school health
research and experience worldwide, and particularly on international, national and local efforts to
help schools become "health promoting schools".
Many schools require increased capacity to promote health
Schools that serve as a means to health as well as education are health promoting schools.
Yet, all too often, schools lack the capacity to serve as a means to health. Indeed, due to a variety
of factors, many schools place the health of students and school personnel at risk. There are ways
to eliminate or reduce such risk, but many schools will require increased capacity to become health
promoting schools.
Creating health promoting schools
A health promoting school is the combined result of external conditions and internal actions.
External conditions: The development of health promoting schools is facilitated by:
A common vision, shared by a critical mass of the populace, that health and education
are intrinsically linked, and that schools must serve as a means to health as well as
education.
Political will and commitment at national, district and local levels to establish policies
and provide resources to enable schools to serve as a means to health.
Organization, coordination and management at national, district and local levels to
maximize the use of existing health and education resources, and to mobilize
intersectoral resources and support of health and education programmes.
-2Community support for actions to promote healthy lifestyles and conditions conducive
to health within and outside the school.
Internal actions: School personnel, students, parents and community members create a health
promoting school when they develop its capacities to provide:
Comprehensive school health education that focuses on the factors that influence
health; utilizes all educational opportunities - formal and informal, inside and outside
the school; endeavors to harmonize health messages from various sources; addresses
sensitive health issues with consideration for local cultural, legal and religious values;
and helps people to act personally and collectively in support of health.
A healthy school environment that includes physical surroundings that are conducive
to health such as sufficient lighting and ventilation, sanitation and hygiene facilities,
and safe playgrounds; and a psycho-social climate that fosters such qualities as equity,
self-esteem, personal responsibility, opportunities to experience success, and the
management of stress.
School health services that can be effectively and efficiently provided through schools
for students, school personnel, families and community members and which help to
prevent, reduce, monitor or treat important health problems or conditions.
School/community projects and outreach that involve students, school personnel,
families, and community members in collaborative and integrated efforts to improve
health.
School health promotion programmes for staff that increase staff interest in health,
and help them acquire healthy lifestyles and serve as healthy role models for others.
Nutrition and food programmes that help individuals identify and acquire healthy
foods, and prepare them safely.
Physical exercise, recreation and sport that help individuals acquire and maintain
physical fitness, and serve as a healthy means of self expression and social
development.
Counselling and social support that provides guidance and social support for students,
school personnel and families in coping with difficulties, adjustments, growth and
development.
WHO’s Global School Health Initiative strives to unite the diverse school health initiatives
and resources of WHO programmes, the United Nations family and other relevant organizations in
concerted efforts to promote the development of health promoting schools worldwide. If the vast
amount of existing resources can be brought together at the country level into a common drive, the
vital goals of Health for All and Education for All will be significantly advanced by the beginning
of the next century.
For more information, please contact: Dr Desmond O’Byrne, Chief, Health Education and Health
Promotion Unit (HEP), Division of Health Promotion, Education and Communication (HPR),
WHO, Geneva, Tel: (41 22) 791 25 78, Fax: (41 22) 791 07 46. (May 1995.)
WORLD HEALTH ORGANIZATION
ORGANISATION MONDIALE DE LA SANTE
The World Health Organization's
School Health Initiative
SCHOOL HEALTH: ONE OF TODAY’S BEST INVESTMENTS
If we consider what it takes to create health, and the fact that all nations face difficult
decisions, about how best to use their limited resources, the school emerges as an ideal setting
for increased investment and return.
Health is created by people!
The Ottawa Charter for Health Promotion (1986), a product of the First International
Conference on Health Promotion
--------- L.. in
:.i Industrialized Countries, states that health is created by:
♦
people in the settings in which they live;
♦
caring for oneself and others;
♦
being able to make decisions and have control over one’s life circumstances, and;
♦
ensuring that society creates conditions that allow the attainment of health by all
its members.
Schools help people acquire skills needed to create health!
Schools can help young people acquire basic skills needed to create health. Such skills,
sometimes called life skills, include decision making, problem solving, critical thinking,
communication, self assessment and coping strategies. When people have such skills they are
likely to adopt healthy lifestyles.
-2-
Young People Choose Healthy Lifestyles
When They Have the Necessary
Life Skills
In Mexico, a study of a life skills-based sex education programme, Planeando tu
Vida, which is taught to over 200 schools showed that adolescents, especially boys, who
took part in the programme before they became sexually active, were much more likely
to use contraceptives in later relationships, than those who had not.
In the United States of America, a study a life skills-based health education
curriculum, Teenage Health Teaching Modules (THTM), involving 5,000 students
showed a reduction in self-reported drug use, alcohol consumption and cigarette
smoking among students who were educated with THTM.
Schooling improves health!
Schooling, alone, has been shown to be a powerful way to influence health, worldwide.
Its impact may be clearly seen in benefits to maternal and child health when young women
receive schooling.
Education Improves Health!
Surveys in twenty-five developing countries show that, all else being equal, 1-3
years of maternal schooling reduces child mortality by about 15%. When
mothers have had more education, in Peru for example, seven or more years of
schooling reduces the mortality risks nearly 75%.
Data for thirteen African countries between 1975-1985 show that a 10% increase
in female literacy rates was accompanied by a reduction in child mortality by
10%.
Health improves learning potential!
Young people must be healthy in order to regularly attend and take full advantage of
opportunities provided by schools. School-based efforts that improve health also help to
improve the learning potential and school performance of young people.
-3 -
Health Improves Learning Potential!
Poor diet impairs learning and development. Studies show that the academic
performance and mental ability of pupils with good nutritional status were
significantly higher than those of pupils with poor nutritional status, as a whole,
even when family income, school quality, teacher ability or mental ability were
controlled.
Whipworm infections adversely affect school performance. In Jamaica, the
removal of whipworms among school-age children led to a significant
improvement in short-term and long-term memory. After nine weeks, treated
children were not significantly different from uninfected children.
Iron deficiency influences a child s ability to benefit from classroom instruction.
Studies show that when iron deficient anaemic children first enrol in school, they
are at a disadvantage in terms of their aptitudes. This disadvantage disappears
once children’s iron levels become sufficient through supplementation.
How good an investment is school health in comparison with other public health interventions?
In 1993, the World Bank and WHO compared the cost-effectiveness of various public
health programmes. They concluded that a school health programme that provides safe and low
cost health services, such as deworming treatments, and health education is one of the most
cost/effective investments a nation can make to improve health. Programmes to expand
immunization and micronutrient supplementation; increase knowledge about family planning,
nutrition, and health care, reduce consumption of tobacco, alcohol, and other drugs; and prevent
AIDS and STD were also listed among the most cost- effective investments in health. Clearly,
school health plays a major role in these latter programmes, making investments in school health
programmes perhaps the "very best of the best".
What is the extent of benefit?
Schools that provide services to reduce certain health problems, participate in community
health projects and encourage people to adopt healthy behaviours, enable many people to
benefit from such efforts.
-4 -
Many People Benefit From
School/Community Health Projects
A very successful programme to reduce intestinal worms was initiated in the
Republic of Korea in the mid-1960s. The programme:
♦
♦
♦
was directed mainly to student groups through schools;
was expanded to whole communities, and;
included mass chemotherapy, health education and environmental
sanitation.
The results:
The prevalence of intestinal worms among school children decreased
from over 80% in the 1960s to 0.2% in 1992.
The prevalence in the general population of the country decreased
from 84% in 1971 to 3.8% in 1992.
School require capacity to promote health!
Although schools have the potential to serve as a means to health as well as education,
too often, schools lack the capacity to serve as a means to health. Indeed, due to a variety of
factors, many schools place the health of students and school personnel at risk. There are ways
to eliminate or reduce such risk, but many schools will require increased capacity and resources
to be able to do so.
Schools worldwide must be able to realize their potential for improving health and education.
"Health for All" and "Education for All" express the United Nations commitment to
health and education. Because these goals are inseparably linked, they must be achieved
concurrently. This will require strong alliances and concerted action between health and
education organizations at all levels.
While concerted actions are essential, the impetus for action resides with individuals.
Young people, as well as adults, can play a significant role in creating support for school health
by raising and acting on questions, such as:
-5 -
♦
♦
♦
♦
Does our school promote health?
Is our school a healthy place to live, work and visit?
Does our school help students, school personnel and families address their health
needs?
What can I do both individually and with others to bring about needed change?
Working together to create "Health Promoting Schools'"
To make the world’s schools "'Health Promoting Schools", we will need to work together.
Indeed, it will require the mobilization of people and resources at local, national, and
international levels to bring about change. WHO, in collaboration with the Centers for Disease
Control and Prevention (USA) and other organizations, is preparing to initiate such an effort.
WHO hopes to unite the organizational capacities of agencies at all levels into a powerful force
for health in a Global School Health Initiative.
* * * * *
For more information, please contact: Dr Desmond O’Byrne, Chief, Health Education and
Health Promotion Unit (HEP), Division of Health Promotion, Education and Communication
(HPR), WHO Geneva, Tel: (41 22) 791 25 78, Fax: (41 22) 791 07 46. (May 1995.)
School health
initiative
Annotated bibliography of selected
WHO and non-WHO school health titles
1
I
Prepared by the
Health Education and Health Promotion unit (HEP)
in collaboration with the
Office of Library and Health Literature Services
WHO Geneva, April 1995
WORLD HEALTH ORGANIZATION
Annotated bibliography
of selected WHO and non-WHO
school health titles
This is an updated and expanded version of a draft bibliography
issued by WHO in September 1994. All items listed in this
bibliography have been recommended by: technical programmes
of WHO headquarters and regional offices, other UN agencies, and
nongovernmental organizations.
_____
Prepared by the
Health Education and Health Promotion unit (HEP)
in collaboration with the
Office of Library and Health Literature Services (HLT)
WHO Geneva, April 1995
-1-
ANNOTATED BIBLIOGRAPHY OF
SELECTED WHO AND NON-WHO SCHOOL HEALTH TITLES
Les Accidents en milieu educatif : propositions de prevention / ouvrage collectif realise sous la
direction de Solange Garnier, Denis Parisot. - Paris: Association frangaise pour la sante scolaire et
universitaire, 1987. - 108p. - (Medecine scolaire et universitaire). (F only)*
This is a detailed review of the types and causes of accidents occurring in schools in France,
and suggestions for reducing them. Three examples are described of security campaigns in primary
and secondary schools.
AIDS, HIV and school health education : State policies and programs - National Association of State
Boards of Education.- US: NASBE/CCSSO, 1990.- 142p. (E only)
This report analyses responses to a survey of US state education agencies on the status of HIV
education and school health policies and programmes. It describes the HIV education requirements
for elementary and secondary school students. It has two useful annexes: materials developed by
state authorities on HIV-related health education; and a survey of knowledge and behaviour among
high school students in relation to AIDS transmission risks, intravenous drug use and sexual
intercourse.
Child health in the community / edited by Ross G. Mitchell. - 2nd ed. - Edinburgh: Churchill
Livingstone, 1980. - 348p. (E only)
This is a textbook on child health in the United Kingdom covering different aspects of the child
and his environment, and the related health, social and educational services. There are two chapters
on the school health service (organization and methods), and a very detailed chapter (pages 314-338)
on the handicapped child in school.
Children for health / edited by Hugh Hawes and Christine Scotchmer, with the collaboration of Audrey
Aarons, David Morley & Ella Young.- London: The Child-to-Child Trust, 1993. - 183p. (E,F)
WHO, UNESCO, UNICEF publication. A very successful guide to the interactive approach to
learning and teaching health through the Child-to-Child initiative. The first section proposes ways to
get children involved in the communication of messages, and the second part provides 12 essential
health messages. A publication with a great deal of useful content for School Health.
The child survival and development revolution and the health education challenge. - WHO, Geneva,
Health Education Service, 1985. - 6p. (E,F)
Although old (1985), the In-School Activities (pages 3-6) correspond closely to the strategies
of the new School Health Initiative. A good example of a collaborative statement with UNICEF.
*
Child-to-Child: another path to learning / Hugh Hawes; with editorial assistance from Georgina Page.
- Hamburg: UNESCO Institute for Education, 1988. - 128p. (E,F)
An analysis of the Child-to-Child approach, with three case studies on its application in
developing countries. Two chapters are particularly appropriate: Child-to-Child in Schools, pages 75
to 96, and Integration of School and Community Learning, pages 97 to 103. Although old (1988), the
information on this approach is relevant to school health promotion activities today.
* Language availability of titles is specified in brackets.
WORLD HEALTH ORGANIZATION 1995
-2-
Child-to-Child : a resource book. - Part I : implementing the Child-to-Child approach - 80p; Part II:
Child-to-Child Activity sheets - 168p. - Child-to-Child Trust: 1992. (Ar,E,F,S)
Part I outlines the concept of the Child-to-Child (CtC) approach, and describes how it has been
implemented in different ways around the world. It gives practical advice on planning and evaluating
activities, projects and programmes, as well as on planning and conducting training workshops. There
is a useful annex on sources of CtC materials in 12 different languages. The book contains a wealth
of case studies drawn from CtC experience in countries, including suggestions on how the school can
act as a focus for outreach to the community.
Part II comprises 36 CtC activity sheets, grouped under eight major headings (child growth and
development, nutrition, personal and community hygiene, safety, recognizing and helping the disabled,
prevention and cure of disease, safe lifestyles and children in difficult circumstances). The activity
sheets can be obtained separately from CtC, and have been translated and adapted in many other
languages for use in schools.
Child-to-Child Readers. - Essex: Longman, 1990. (E only)
Dirty water (level 1)
Accidents (level 1)
Not just a cold (level 1)
Uncle George feeds his baby (level 1)
The Market Dentist and other stories (level 1)
A simple cure (level 2)
Teaching Thomas (level 2)
Down with fever (level 2)
Diseases defeated (level 2)
Flies (level 2)
I can do it too (level 2)
Deadly habits (level 3)
The Cholera Crisis (level 3)
WHO Killed Danny (level 3)
These readers are at different levels of difficulty, depending on children’s comprehension of
English (level 1, three years of study of written English; level 2, four to five years; and level 3, six to
seven years of study). They supplement the Activity Sheets in the CtC resource book.
Health into mathematics / William Gibbs and Peter Mutunga. - Essex: Longman, 1991. - 163p. (E only)
This book illustrates many ways in which health, growth and development can be incorporated
into the standard mathematics curriculum for low, middle and upper primary school education. The
first in a proposed series of CtC books, it aims at enriching the teaching of mathematics by relating it
to the life and experience of the child, at the same time slipping important health information and
knowledge into mathematics lessons. It poses a challenge to teachers and to those setting
examinations in primary school, and includes many imaginative activities and games.
Code Blue : Uniting for healthier youth : A Call to Action.- The National Commission on the Role of
the School and the Community in Improving Adolescent Health.- Atlanta: Centre for Chronic Disease
Prevention and Health Promotion.- NASBE, AMA, 1991. - 52p. - (E only)
"Code Blue", the phrase used by US hospitals to signal a life-threatening emergency, is the title
of this Special Commission report addressed to the adolescent health crisis. A very detailed
description of the problem serves as a useful source of reference on adolescent health in the United
States. One of the four recommendations by the Commission urges schools to play a much stronger
role in improving adolescent health.
WORLD HEALTH ORGANIZATION 1995
-3-
Comprehensive school health education : Recommendations and guidelines for implementing and
strengthening comprehensive school health education in the South-East Asia Region.- New Delhi :
WHO, SEARO, 1992.-63p. (E only)
These guidelines and recommendations were issued by WHO’s South-East Regional Office as
an outcome of an inter-country consultation in Sri Lanka in October 1992. The concept of
comprehensive school health education was endorsed by the nine participating countries, and a
number of strategies for action in the Region were outlined. Recommendations included joint policy
development at country level by Ministries of Education and Health; the involvement of students,
teachers and parents in promoting healthy behaviours; the provision of health education to out-of
school youth and women through non-formal programmes; the pre-service and in-service training in
health for teachers; and collaborative action by WHO, UNICEF, UNESCO and other international
organizations to strengthen comprehensive school health education. The status of school health
education in each of the nine countries is described in a useful 40-page annex.
Comprehensive school health education : suggested guidelines for action. - WHO, Geneva, 1992.
- 51 p.
WHO/UNESCO/UNICEF consultation emphasizes not only the need for comprehensive cover
of priority health issues, but also for school/community relationship and educational opportunities
beyond the classroom. Short descriptive statements from 16 developing and industrialized countries
on school health education.
Consensus statement on AIDS in schools : World Consultation of Teachers’ Organizations in
association with WHO/UNESCO/ILO, 1990.- 7p. (E only)
School teachers and their representative organizations are powerful instruments for the
dissemination of information and promotion of behavioural change. The Consultation expressed strong
views on discrimination against HIV-positive teachers, school staffer students; and prior HIV screening
should not be a prerequisite for employment. Teachers and all other education personnel should
receive initial and in-service training about HIV/AIDS. Information on prevention and control should be
integrated meaningfully into a comprehensive educational programme, rather than becoming an
additional burden on an already overloaded curriculum.
Consultation on evaluation of health education, Venice, 5-6 Oct. 1989 - International Union for Health
Education, European Office.- 41 p. (E,F,G,R)
This consultation of the European office of the IUHE stressed the importance of evaluation in
health education policy, research and practice. One section of the report considers different
approaches to evaluation and proposes a model for application in schools, where teachers at every
level have experience in evaluation and are well placed to collaborate with health workers. There is
also a section on the effectiveness of health education in the context of health care. The sectors in
which health education can have most influence are the workplace and the school where there are
opportunities for continuity of information.
Counselling skills training in adolescent sexuality and reproductive health : a facilitator’s guide. WHO, Geneva, 1993. - 179p. (E only)
A manual for facilitating a training workshop on interpersonal communication and counselling
skills for working with young people especially on issues of sexuality and reproductive health. The
programme is divided into three segments - Sexuality and Reproductive Health, the Psychodynamics
of Counselling Service with Adolescents, and the Practice of Microskills for Effective Listening. It has
been widely used with participants working in the health, youth and education sectors from all regions
of the world. The appendix contains pages which can be used for making overhead transparencies.
WORLD HEALTH ORGANIZATION 1995
-4-
Creating educational environments supportive of health : briefing book to the Sundsvall
Conference on supportive environments 1991 / D.N. Wilson et al. - Ottawa: Ministry of Supply and
Services, 1991. -107p. (E only)
This "briefing book" expands on the Sundsvall Conference, and a great deal of its content
relates to schools, especially pages 34 to 52. The importance of the school environment is stressed.
"The school must be healthy before one can talk seriously about 'healthy education’ inside the school"
(p.36). There is a useful section (pp 42/43) on education, especially of women, as a determinant of
health, and health as a prerequisite for learning. The concepts of comprehensive school health and
the health-promoting school are discussed on p.35. Health is usually not a priority in an already
hopelessly overcrowded curriculum. Major curricular change is urgently indicated but requires time,
commitment and resources none of which are usually available in developing countries. This handbook
is well worth reading as it provides a solid foundation for WHO's School Health Initiative.
A cross-cultural pilot study on alcohol education and young people / Cheryl L Perry & Marcus
Grant. - : 1991. World Health Statistics Quarterly 1991, WHO, Geneva; 44(2) : 70-73. - (E only)
Trial in 25 schools in 4 countries to compare impact of teacher-led and peer-led sessions
aimed at reducing alcohol use. Both teachers and peers were trained beforehand. Peer-led sessions
gave significantly better results. A summary in French is included.
Developing healthy lifestyles in school children : the Antigua experience / Dinesh P. Sinha. Cajanus. The Caribbean Food and Nutrition Institute quarterly, vol. 23, n°3, 1990.- 170-186p. (E only)
School health education and promotion programmes for school children constitute the most
effective and feasible preventive approach in countries. The paper presents the preliminary results of
two years’ implementation of a project in six schools in Antigua with an enrolment of 4000 students,
based on the four concepts: am I weighing right? - am I doing daily physical exercise? - am I eating
right? - do I have a positive self-concept? This was an intersectoral project involving Ministries of
Health and Education and a number of nongovernmental organizations, as well as parents and
community leaders. Intensive teacher training in implementing and monitoring the project was
supported by the development of manuals and students’ "self-records". Activities were directed at
enhancing student capability to develop and adhere to a positive healthy lifestyle, and to assess their
own progress.
L’ ecolier et la sante : cours de formation en sante scolaire pour infirmier et enseignant / A. van
der Heyden et J. Courtejoie. - Kangu-Mayumbe : Bureau d’etudes et de recherches pour la promotion
de la sante, 1988. - 255p. (F only)
This is a training programme in school health for francophone West African nurses and school
teachers. The first half of the book covers the roles of the teachers, school nurses and the medical
services in the surveillance and screening of student health. The second half is concerned with
diagnosis and treatment of childhood problems.
Les ecoliers de Bamako et (’alimentation de rue / Michel Chauliac, Thomas Monnier, Mohamed Ag
Bendech. - Paris: Cahiers Sante 4, 1994. - 413-423. (F only)
The authors surveyed 494 second and sixth year primary school children in 1993 to enquire
about food bought from street vendors and eaten on the street. Their results will help to define
strategies targeting these children to help improve their diet. The article is in French, but a summary
in English is included.
WORLD HEALTH ORGANIZATION 1995
-5-
Educational handbook for nutrition trainers / A. Oshaug, D. Benbouzid, J. J. Guilbert. - WHO, Geneva,
1993. - 233p. (E only)
This educational guide suggests how to increase nutrition trainers’ skills. It will help nutrition
trainers to identify a community’s nutrition-related priority health problems and define the professional
tasks on which to base educational objectives; plan an educational programme and design tests and
other measurement devices. It stresses the need to educate people and prepare them to tackle their
own country’s nutrition problems. It is a tool for teachers of teachers of the various health and nutrition
professions.
Education for health : a manual on health education in primary health care - WHO, Geneva, 1988 262p. (E,F,S)
Although this book covers a wide range of health education activities in relation to primary
health care, the chapter on health education with groups, and especially the section on the school
classroom, contains valuable information for school teachers and curriculum planners. The chapter
on communicating the health message: methods and media, provides an admirable summary of the
tools available to the health educator, most of which are equally appropriate in the school setting.
Education for All : purposes and context : Roundtable themes I (96pp), II (89pp), III (93pp).- Paris:
UNESCO, 1991. (E only)
These three monographs reflect the main themes addressed in the UNESCO World Conference
on Education for All: meeting basic learning needs, held in Jomtien, Thailand, in March 1990. The first
monograph deals with the purposes and context of basic education, viewed in relation to lifelong
learning and human development. It also focuses on three major components which affect the quality
of life: environmental education, population education and health education. The second monograph
elaborates on the main components of the "expanded vision" of basic education such as: equity in the
education of girls and women; distance education and non-formal programmes for youth; and the
need to encourage active participation of families and communities. The third monograph discusses
how to convert the expanded vision into reality: developing a supporting policy; mobilizing resources;
building national capacity; and strengthening international solidarity. All these monographs contain
information relevant to the school and its health components.
Education pour la Sante a I’Ecole.- Education 2000, LEP.- Jean Daniel Boegli.- Edition Labor, 1990.
(F only)
Both serious and entertaining, this book stimulates reflection on political, social and
professional issues of health education. A broad discussion on health prevention and promotion and
about the role of school in teaching life ethics. Clearly written and presented.
Les Enfants pour la Sante.- L’Enfant pour I’Enfant.- Institut Sante et Developpement, juin 1994.- 9p.
(F only)
This information letter contains an up-to-date catalogue and price list of educational materials
produced in French by the Child-to-Child Trust - activity sheets, readers and resource books. These
have been translated and adapted from the original English versions, and are intended to be further
adapted at country level in relation to the age, level of education and local culture of school children.
Les Enfants pour la Sante : Les Enfants Messagers de Sante pour Savoir pour Sauver - L’Enfant
pour I’Enfant en association avec I’UNICEF.- Paris: Institut Sante et Developpement, 1993.
(E.F)
This is a translated and considerably adapted version of Children for Health (see above), and
represents an expansion of the messages in Facts for Life (see below). There are many illustrative
examples and case studies which make this book a useful resource for school teachers.
WORLD HEALTH ORGANIZATION 1995
-6-
Environnement materiel et physique du jeune scolarise / ouvrage collectif realise sous la direction
de Solange Garnier. - Paris : Association frangaise pour la sante scolaire et universitaire, 1988. - 102p.
- (Medecine scolaire et universitaire). (F only)
An interesting study of 100 groups of children, aged 6 to 16 years, in schools in France and
Guadeloupe. An attempt is made to measure the effects of different physical factors in the environment
(noise level, posture, lighting, water and sanitation, transport time) on children’s health.
Recommendations are made to counter the adverse effects of these factors.
The European network of health promoting schools : resource manual. - Copenhagen : WHO
Regional Office for Europe, the Council of Europe, the Commission of the European Communities, 1993.
1 folder (loose leaf). (E only)
This resource manual published jointly by the World Health Organization Regional Office for
Europe, the Council of Europe and the Commission of the European Communities, traces the gradual
development of European region health promotion and education activities from 1980, culminating in
the creation of the European Network for Health Promoting Schools (ENHPS) in 1992. The manual
defines the health promoting school, and discusses the realities of setting up and implementing a
national structure as an integral part of the network. It includes a number of models of practice in
different countries in the region, and describes the methodology of evaluation of the programme at
national level. There is a useful chapter of resource material, with selective extracts from speeches and
articles and a suggested reading list. This is a very good summary of developments within the
European region in which some 28 countries have already joined the ENHPS, and lends itself to
adaptation to other regional situations.
Expert Committee on school health services : Report of the first Session - Geneva: WHO, Technical
Report Series n°30, 1951. (E,F,S)
Although reported many years ago, the discussion and recommendations of the Expert
Committee are largely relevant today.
Facts for life : a communication challenge/ New York : UNICEF, WHO, UNESCO, 1989. - 78p. (E,F,S)
All for health : a resource book for Facts for life / by Glen Williams. - New York : UNICEF, 1989. 73p. (E,F,S)
WHO, UNESCO, UNICEF publication. Facts for life contains prime messages and supporting
information on 10 essential health areas. All for health proposes ways to communicate these
messages. Of particular relevance are the first section, 12 steps in health communication, pages ix to
xvii, and teachers and educators as health communicators, pages 1 to 7. Two publications with a great
deal of useful content for school health.
First technical report of the new UNESCO project to improve primary school performance through
improved nutrition and health. - Paris : UNESCO, 1989. - 59p. - (Nutrition education series : issue 18)
(E.F)
/A detailed description of quantitative methods of assessing health, education and nutrition
status of children is followed by the planning of country-level nutrition and health interventions to
improve primary school performance. A number of areas are identified for which operations research
is needed.
Food, environment and health : a guide for primary school teachers / Trefor Williams, Alysoun
Moon, Margaret Williams. - WHO, Geneva, 1990. - 129p. (Ara,E,F,S)
This well illustrated guide for primary school teachers contains detailed information on nutrition
and food storage, safe water supply and waste disposal, personal hygiene and a healthy home
environment. It is intended as a reference and resource for school teachers on the planning and
implementation of health education programmes.
WORLD HEALTH ORGANIZATION 1995
Health education for school-age children : the child-to-child programme / by John K. G. Webb. WHO, Geneva, 1985. - 5p. (E,F)
Activity sheets on different health problems and risks for primary school children and their
teachers. Very simply written, available in many languages, encouraging children to look after and
teach young siblings.
Health education for third world school-age children : a Review of Literature and Communication
Approaches, Methods and Materials used by Projects.- J. Ascroft, N. Mutin’.- New York: The Edna
McConnell Clark Foundation, November 1994.- 98p. (E only)
The purpose of the review was to assess the effects of different health education approaches
and materials used for third world school-age children under different social, cultural and economic
conditions. The emphasis is on the contents of health education in schools; methods used by
educators; materials developed; and outcomes in terms of knowledge, attitude and behaviour
changes. The review highlights the many gaps in health knowledge imparted to children in school, and
discusses ways of meeting this challenge. "Health for all" is inseparably linked to "education for all"
because good health is essential for effective learning.
The health of Canada’s youth. Views and behaviours of 11,13 and 15-year olds from 11 countries Copyright Health and Welfare Canada, 1992. (E only)
It contains the results of the WHO collaborative study: health behaviour in school children. The
survey set out to explore health factors related to lifestyles within areas such as physical, psychological
and social health.
Health education strategies in South-East Asia : Report of an Intercountry Consultation on Health
education strategies in South-East Asia in the context of Health For All By the Year 2000 and with special
reference to the prevention and control of AIDS, New-Delhi, 10-15 December 1990.- WHO, SEARO,
1991.- 96p. (E only)
This is a wide-ranging discussion on health education problems and strategies in South-East
Asia, which addresses the challenges for health education in the nineties. There is a useful section
on school health education in the context of Health for All, which includes a description of the well
established "little doctor" programme in Indonesia. This programme uses groups of specially trained
students to serve as prime movers in promoting better health in schools. Review shows that schools
with "little doctor" programmes demonstrate significant improvements in sanitation, personal hygiene
and health awareness of students and their families.
Health of school children : treatment of intestinal helminths and schistosomiasis. - WHO, Geneva,
1992. - 6p. (E only)
School children harbour intense helminth infections which adversely affect health, growth and
school performance. As they are a readily accessible group, their treatment gives maximum return in
terms of reduction of morbidity. Detailed descriptions of treatment and follow-up of children 5-15 years
of age.
The health of young people : a challenge and promise. - WHO, Geneva, 1993. -109p. (E,F)
A comprehensive review of the health and development of adolescents and youth from the ages
of 10 to 24. The six chapters cover the status of adolescent health in today’s world, the factors which
influence health and development; health problems of young people, the promotion of young people’s
health including the role of young people themselves; special methodologies developed by WHO for
planning, training, research, advocacy and evaluation.
WORLD HEALTH ORGANIZATION 1995
-8Helping a billion children learn about health : Report of the WHO/UNICEF International Consultation
on Health Education for School-age Children, Geneva, 30 Sept. - 4 Oct. 1985.- Geneva: WHO/UNICEF,
1986.- 23p. (E,F)
Although the target group for this consultation was school-age children, much of the discussion
centred on the school. The goal was the need to foster in young people a recognition that health is
an essential life asset, and that they themselves can influence their own health and that of their families
and community. The necessary collaboration between sectors will never occur unless there is political
will among policy makers at the highest level. There is a useful section on the integration of health
education into school curricula, and its outreach through informal channels to communities and out-of
school youth. The main strategies recommended for schools were: reorientation of teachers;
production of resource materials for teachers and students; the review and updating of curriculum and
evaluation processes; outreach to the community; and the use of the school for other social sector
activities. Special note was made of the Child-to-Child approach (see above) which is being widely
used in more than 70 countries - developed as well as developing.
HESAWA school health and sanitation package / Eben S. Mwasha. - Mwanya, Tanzania : Zonal
HESAWA Coordination Office, undated. - tip. (E only)
This booklet describes a successful method for promoting better environmental sanitation in
Tanzanian villages, starting with schools. A "problem-based learning" approach is used. School
children are screened for diseases, most of which turn out to be related to poor environmental
sanitation. Parents, teachers and community leaders are brought together to understand the basis for
these diseases and make plans for improvements in homes, schools and public areas. Teachers and
village health workers receive training. The steps and details of the method are described as well as
the results in three districts.
Hygiene education and environmental sanitation in schools in Viet Nam : the report of a project
identification and formulation workshop, Hanoi, 8-10 June 1993 / prepared by Louis Laugeri. - WHO,
Geneva, 1994. - 16p. (E,F)
Report of a workshop to review the present situation of water supply, sanitation and hygiene
education in schools in Viet Nam, and to plan comprehensive public health approaches in about 40
primary and secondary schools, for later countrywide extension. Useful information on project
formulation.
Influence of school children upon their families in the adoption of health practices.- Ruth Sandoval
Marcondes, Luciano Antonio Prates Jungueira.- Sao Paulo: University of Sao Paulo, 1974.- 164p. (E only)
This WHO-sponsored research project in Brazil observes the influence which school children
have on their families in changing food practices. The variety of factors which affect this influence (the
educational level of the family, the attitudes of parents both to the children and to the school, the quality
and training of the teacher, urban versus rural environments, the strengthening of local taboos) make
the evaluation of such projects very difficult. An initial review of literature discusses successes and
failures in positive influence of the school on family behaviours, and provides a useful resource on this
subject.
Innovators and influences: School-age children and health education - Deepa Grover, Meera
Chattiyee.- National workshop on approaches to health education for/by children - New Delhi:
24-26 April 199O.-36p. (E only)
This report gives a detailed account of school health education in India for 87 million children
in more than half-a-million primary schools staffed by almost two million teachers. The use of the Childto-Child approach, sponsored by UNICEF and the Aga Khan Foundation, is widely practised. Future
directions for comprehensive school health are outlined, as well as implementing health education for
and by school-age children.
WORLD HEALTH ORGANIZATION 1995
-9Intensive health education for primary school children. -New Delhi, School Health Education Division,
Ministry of Health and Family Welfare, 1992. - 403p. (E only)
This report describes the implementation of the intensive health education project in January
1989. The main objective of the project was to improve the health and nutrition status of primary school
children in the rural areas by implementing a comprehensive health education programme. The "Childto-child" and "Youth-to-child" approach were incorporated to provide better and more effective
communication through activity based learning by the children. Very useful for health teachers and
nutritionists.
Intersectoral action for health.- WHO, Geneva, 1986 - 152p. (Ar,E,F)
This is a comprehensive discussion on the role of intersectoral cooperation in national
strategies for Health for All. Four main chapters contain wide-ranging discussions on: equity and
health; agriculture - food and nutrition; education, culture, information and life patterns; and
environment - water, sanitation, habitat and industry. The chapter on education is of considerable
relevance to the school health initiative, with sections on education as a decisive factor in health
improvement, the creative role of the school in health improvement, and the school’s role in community
health, with a number of useful graphs and case studies.
Laws and policies affecting adolescent health / by John M. Paxman and Ruth Jane Zuckerman. WHO, Geneva, 1987. - 300p. (Chi.E.F)
This is a compendium of legal provisions on different health-related subjects such as
reproductive health education, smoking, alcohol and other drug abuse, the handicapped, accident
prevention, etc. There is a short section 3, pages 22-27, on health in schools and Universities, and a
number of relevant items such as school oral health programmes, page 292. Useful background
information on existing legislation.
Life skills education for children and adolescents in schools: introduction and guidelines to
facilitate the development and implementation of life skills programmes. - WHO, Geneva, 1993. Parts 1&2, 56p. - Part 3, 170p. (E only)
Part 1 defines and discusses life skills required to equip an individual to deal with the demands
and challenges of everyday life. Part 2 provides a practical framework for life skills programmes
development, and provides a sample outline of a life skills programme and descriptions of actual life
skills lessons. Part 3 contains a trainer’s guide and detailed descriptions of 16 workshops designed
to assist the process of life skills programme development. The document is targeted at agencies
involved in school curriculum development, health education, and the development of school-based
health and social interventions.
Meeting between the World Health Organization and the Partnership for Child Development / jointly
organized by the Division of Communicable Diseases, Programme of Parasitic Infections and the WHO
Collaborating Centre for the Epidemiology of Intestinal Parasitic Infections, Geneva, 7-8 December 1993.
- WHO, Geneva, 1994. - 14p. (E only)
Useful descriptive statement on the Partnership (aims, strategies and interventions), and on the
task force on healthy school-age children. Attention is drawn (page 10) to the difficulties of planning,
coordination and support of holistic school health programmes.
Mental health programmes in schools / R. Hendren, R. Birrell Weisen, J. Orley. - WHO, Geneva, 1994.
- 34p. (E only)
This document sets out a model framework for a school mental health programme and
suggests steps and recommendations for programme development. The promotion of mental wellbeing,
mental health instruction, and the prevention of psychosocial problems and mental illness in the school
setting are discussed.
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National school health programme : a package prepared by the National Steering Committee, January
1992.- 14p. (E only)
This document describes the introduction of the school health education programme in the
Ghana Education Service in March 1992.
Ottawa Charter for health promotion.
Health promotion, 1986; 1(4) : iii-v
The outcome of the First International Conference on Health Promotion in 1986, the Charter
provides a clear definition of health promotion and its role in public health activities. It stresses the
need for coordinated action as health is not the concern of the health sector alone. Although the school
is not specifically mentioned, its importance as a setting for health promotion is implicit throughout, and
many of the recommendations for future action can be appropriately addressed in the school. The
Charter ends with a commitment by participants to a strong public health alliance, with a series of
targets for health promotion. It calls for increased international action by WHO and other agencies in
advocating the promotion of health in all appropriate forums.
Adelaide Recommendations : healthy public policy.
Health promotion, 1988; 3(2) : 183-186
These recommendations resulted from the Second International Conference on Health
Promotion in 1988, and expanded the conclusions of the Ottawa Charter with emphasis on healthy
public policy. The Conference identified four key areas as priorities for immediate action: supporting
the health of women, food and nutrition, tobacco and alcohol, and creating supportive environments.
Although the school is not specifically mentioned, it is in the school setting that the foundation is laid
for promoting all these priority actions.
Supportive environments for health: The Sundsvall Statement.
Health promotion, 1991; 6(4) : 297-300
This report on the Third International Conference on Health Promotion builds on and expands
the recommendations of the Ottawa and Adelaide Conferences. WHO and UNEP are urged to develop
guidelines based on the principles of sustainable development for use by Member States: the donor
community should then use those guidelines in planning, implementing and assessing development
projects. A practical outcome of this conference is a briefing book which relates directly to schools
(see Creating educational environments supportive of health : briefing book to the Sundsvall
Conference on supportive environments 1991).
(EfF)
Planning for practical health education in primary schools in Bahir Dar Awraja / Alemayehu Minas
and Barbara Junge. - Addis Ababa, Ethiopia: UNICEF, Curriculum Evaluation and Educational Research
Division, Ministry of Education, 1988. - 37p. (E only)
The authors examine the potential of primary schools and their communities for the
implementation of appropriate health education. Recommendations based on their conclusions are
given for Awraja and the national level, for further study and research.
Prevention des MST et du SIDA en milieu scolaire : 1987-1991.- B. Moltrecht, C. Pancaldi, D.
Charton, P. Ardwiston.- Service de Sante Scolaire d’lndre et Loire. (F only)
A review of discussions on health education and prevention methods of bringing about
behavioural change in relation to AIDS and STDs. The result of a survey on youth and sexuality with
involvement Of schools in the campaign has been a scheme to promote preventive behaviour.
Prevention in childhood and youth of adult cardiovascular diseases : time for action : report of a
WHO Expert Committee [meeting held in Geneva from 17 to 24 October 1988]. - WHO, Geneva, 1990.
- (WHO Technical Report Series : no. 792) (Chi,E,F,R,S)
An Expert Committee report which contains a great deal of valuable information on the
prevention of cardiovascular diseases. Of direct relevance is section 3.3, The Role of Schools, pages
61 to 64. However, much of the content is of value, including a recommendation into research on more
effective health promotion strategies for use in childhood and youth, page 95.
WORLD HEALTH ORGANIZATION 1995
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Promoting mental and emotional health in the European network of health promoting schools; a
training manual for teachers and others working with young people - WHO/University of
Southampton, 1994. (E only)
The manual consists of a number of exercises, explained in detail, to be used in different
training courses. It also contains background reading.
La Promotion de la Sante en favour des Eleves en 1991-92 et 1992-93 - J. Brice - Sante Publique,
1994,n°1.- pp. 37-55. (F only)
This report describes the preliminary results of a two-year introduction of a health-promoting
school concept in France. The assignment of national education physicians to work closely with the
educational community has led to the mobilization of health, educational and social services in
following up the mental and physical health of students, and their academic performance, from
kindergarten to baccalaureate. It has also involved the creation of health clubs and partnership with
parents and local communities in the interests of the students, and the improvement in health promotion
and education for and by teaching staff.
Promotion of heart health in schools / Martine P. A. Bouman. -: 1992.
World Health Forum 1992 ; 13(2/3) : 257-260
A description of the Netherlands Heart Foundation’s contribution to the education of primary
and secondary school children on prevention of cardiovascular disease. Stress is laid on a healthy
school environment and the involvement of parents. A package has been developed with a teacher’s
manual, video and other audiovisual materials, posters and games.
Prototype action-oriented school health curriculum for primary schools : national guidelines. Alexandria : WHO Regional Office for the Eastern Mediterranean, 1988. - 26p.
Prototype action-oriented school health curriculum for primary schools : national guidelines. Alexandria : WHO Regional Office for the Eastern Mediterranean, 1988. - 7pts. - Units 1-5 . - Unit 6 . Units 7-9 . - Units 10-12 . - Units 13-17 . - Units 18-22 . - Glossary/lndex
Prototype action-oriented school health curriculum for primary schools : teacher’s guide. Alexandria : WHO Regional Office for the Eastern Mediterranean, 1988. - 133p. (E only)
This comprehensive curriculum comprises a 133-page teacher’s guide and a teacher’s
resource book of 22 units, totalling some 450 pages. This 1988 curriculum includes involvement in
community activities, outreach to parents and students as channels for health education to their families
and the community. There is also some useful information on methods and techniques, teaching aids
and the school environment and health services.
The role of school health education in preventing heart, lung, and blood diseases - Lloyd J. Kolbe,
Ian M. Newman.- United States : The National Conference on School Health Education Research in the
Heart, Lung and Blood Areas, 15-16 Sept. 1983. (E only)
The development of behaviours to prevent heart, lung and blood diseases in the United States
needs to begin early in life. The nation's schools provide the most appropriate and efficient vehicle
for health promotion. A number of risk factors and social issues that can be addressed in schools, in
relation to each of these groups of diseases, is described. Emphasis is placed on the need for
research to increase the impact of school-based health education.
WORLD HEALTH ORGANIZATION 1995
-12School and community support programs that enhance adolescent health and education.R.H. Price, M. Cioci, W. Penner, B. Trautlein.- Carnegie Council on Adolescent Development, 1990.-61 p.
(E only)
This report considers the role of the school in helping adolescents to confront their
environment through school-linked clinics, small group interaction, encouraging peer leadership, and
especially their transition to new schools. The relationships between the school, the family and
community organizations are described, as well as the improvement in adolescent learning and work
performance as a result of social support networks in which the school is a major actor.
School-based community development as a health promotion strategy for children / ILze V. Kalnins,
Corinne Hart, Peri Ballantyne, Georgia Quartaro, Rhonda Love, Gunta Sturis, Patti Pollack. - Great
Britain: Oxford University Press, Health Promotion International, vol 9, n°4, 1994. - 269-279. (E only)
This paper discusses experience of engaging 9-10-year old children in grade 4 in a community
development process to deal with community health problems they consider important. With guidance
from a facilitator, young children can work cooperatively to identify problems, set priorities, and design
and implement activities to address a community health issue. They can reflect upon their actions and
the process within which they have worked and realize that the process can be applied to the resolution
of other community problems.
School-based health education : an overlooked need / prepared by Ronald C. Israel and Susan Van
der Vynckt. - WHO, Geneva, 1985. - lip. (E,F)
A UNESCO paper submitted to a WHO/UNICEF consultation on health education for school-age
children. Although old (1985), it contains some useful information on the school which points the way
to the Global School Health Initiative.
School-based interventions for youth health and development: Report of the First Technical Support
Group Meeting. - Geneva : UNICEF, 1993. - 52p. (E only)
A report on a meeting of the UNICEF Technical Support Group on school-based interventions,
with participation of five WHO staff (representing school-based interventions in health education, mental
health, adolescent health and HIV/AIDS). It gives an interesting brief description of UNICEF and WHO
school-based activities, as well as specific country interventions in the Caribbean, Thailand and
Zimbabwe. The emphasis is on the development of life skills and life experience, and meeting the
goals of Education for All.
School health education to prevent AIDS and sexually-transmitted diseases : a resource package
for curriculum planning. - WHO, Geneva, 1994. - 284p. (Chi,E,F,R,S)
The package has three parts. The first, a handbook on curriculum planning (88p), outlines the
main steps in curriculum planning and offers extensive practical guidance in the form of model letters,
checklists, agendas, and instruments for programme evaluation. The second part (79p) presents a
series of 53 illustrated proposals for classroom activities that can help students develop responsible
attitudes and say "no" to risky behaviours. The final teachers’ guide (117p) offers tips and advice on
how to teach each activity effectively.
School health education to prevent AIDS and sexually transmitted diseases.- WHO, Geneva, 1992.
- 79p. - (WHO AIDS series : 10) (Chi,E,F,R,S)
This guide provides a framework within which education authorities can work with teachers,
parents, and community leaders to help young people learn the facts about AIDS and STDs and make
mature decisions to reduce the risk to themselves and others. It emphasizes the importance of
education about human behaviour and sexuality that is appropriate to a young person’s particular stage
of development and culture. It will help the educational system to provide structured, sequenced,
school-based approaches to the problem of AIDS/STDs. It is primarily concerned with formal education
on AIDS/STDs in schools.
WORLD HEALTH ORGANIZATION 1995
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-13School health in America: an assessment of state policies to protect and improve the health of
students.- Ohio, Kent: American School Health Association, Sth edition: 1989.- 50p. (E only)
This study provides information about the current status of state support for school health
programmes. It provides a better understanding of what programmes exist at the state level and what
still needs to be accomplished for quality school health programmes to be obligatory for all students
throughout the US.
2
School sanitation and hygiene education in Latin America : summary report of a workshop on
problems and options for improvement, Cali, Colombia, 22-27 March 1993 / prepared by Lisette Burgers
... [et al.]. - Geneva : WHO, 1994. - 32p. + Annexes. (E only)
Workshop review of sanitary facilities in schools, and educational methods and materials on
hygiene education, teacher training, attitudes and practices of school staff, students and community
members in relation to school environment. Useful case studies on seven Latin American country
practices.
Sing along with Hearty / Yong Lik Sin & B. Vaithinathan. - : 1992 : World Health 1992 ; Jan-Feb: 27-28
(E.F)
A Singapore multimedia programme, the heart health package, is directed towards primary
school children, ages 6 to 12, as well as school teachers and parents. Contains workbooks, teachers’
guides, parent education leaflets; also posters, songs, videos, puzzles and games.
State of the world’s children 1994. - UNICEF. - New York : Oxford University Press, 1994. - 87p.
(E only)
The section on education (pages 42-45) is particularly relevant to the School Health Initiative.
The statement on p. 42, "... Economic returns from investments in primary education exceed those of
any other kind of investment," is a useful quote. The publication stresses the health and economic
importance of the education of girls. It also draws attention to the drop-out rate in developing countries.
Although over 90% of children start primary school, only half of them reach grade 5. This annual
UNICEF publication is a valuable resource of statistical data on the health of women and children.
Unpublished literature reviews commissioned by the Global Programme on AIDS : WHO, Geneva,
1991-93. (E only)
A series of 5 annotated literature reviews containing valuable information on different aspects
in health and behavioral aspects of HIV/AlDS. They include: effects of sex education on young people's
sexual behaviour; factors inhibiting and facilitating design of interventions: sex education strategies;
peer involvement in prevention among adolescents; health and behavioural outcomes of population and
family planning education programmes in developing country school settings.
Veeru and Meenu, for teachers/instructors / Anupa Lal. - New Delhi: Health and Nutrition Section,
UNICEF, 1989. - 20p. (E only)
This document includes poems adapted from UNICEF booklet "Minni Aur Kaku". This easy-toread book has been written to give children information about eyesight and vitamin A. It describes
innovative ways in which teachers can make children realize the importance of vitamin A and how they
can act to prevent blindness.
The very young as agents of change.- David Morley.- World Health Forum, Vol. 14, 1993.- pp. 23-24.
(E.F.S)
This article argues that teachers in primary schools should encourage children to adopt healthy
life-styles and become advocates of healthy life-styles in their families and communities.
WORLD HEALTH ORGANIZATION 1995
-14Water, sanitation and education rehabilitation : Final Report by Bjorn Brandberg - Sweden:
UNICEF/World Bank. (E only)
This report describes the immediate and medium-term action required to raise the standard of
environmental health and hygiene in rural primary and periurban schools in Zambia where cholera is
endemic. Too often, schools are obliged to close during an outbreak because of inadequate sanitation
and safe water. Not only does this have a bad effect on student learning, but also the positive
contribution towards containing the epidemic, of health promotion by children within their communities,
is lost.
This contribution results from a carefully-planned health education programme.
Recommendations made by World Bank and UNICEF, together with designs for different sanitary
facilities depending on the amount of water available, are applicable for schools in other developing
countries with similar problems.
Workbook for health and nutrition integration : Strengthening the teacher-child-parent (TCP)
approach in the school health and nutrition programme - The Philippines: Nutrition Centre of the
Philippines in association with UNICEF, 1987.- 121 p, grade 3. (E only)
A practical workbook for completion by students, and relating to different aspects of their
health: height, weight, nutritional status, presence of helminths; and of their environment; in the
school and in the home and community. Many of the activities need to be carried out with the help of
parents. Although specific to the local situation in the Philippines (with one section in Tagalog), this
imaginative workbook would lend itself well to adaptation to other school circumstances.
Workshop on an action-oriented school health curriculum, Alexandria, Egypt, 23-27 February 1986.
- Alexandria : WHO Regional Office for the Eastern Mediterranean, 1986. - 40p. (E only)
An interesting survey of the quasi-absent facilities for health education in schools in EMR. The
recommendations led to the development of the Action-oriented curriculum (see Prototype actionoriented school health curriculum for primary schools).
Youth health promotion : from theory to practice in school and community / edited by
Don Nutbeam ... [et al.]. - London : Forbes Publications, 1991. - 338p. (E only)
This textbook which reviews experiences in health promotion for young people in industrialized
countries, contains a great deal of data relevant to school health. The emergence of the Health
Promoting School is discussed on pages 39 to 41. There is an interesting literature review on the
effects of school health education on the health of students (pages 89 to 104), and a number of
illustrative case studies on different approaches to health education and school health. A useful
reference book.
***************
WORLD HEALTH ORGANIZATION 1995
I
For further information, please contact:
Health Education and Health Promotion Unit (HEP)
Division of Health Promotion, Education and Communication (HPR)
World Health Organization
1211 Geneva 27, Switzerland
Tel: 41 22 791 2585
Fax: 41 22 791 0746
E-mail: obyrned@who.ch
April 1995
WORLD HEALTH ORGANIZATION 1995
- Media
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