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Transcript of 1 If You Can Read This, Thank Your Health Teacher! The Link between Adolescent School Health and...
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If You Can Read This, Thank Your Health Teacher!
The Link between Adolescent School Health and Academics
John Lagomarsino, School Health Education ConsultantCoordinated School Health and Safety Office
Presentation at 14th Annual Prevention Educators Conference
May 5, 2011Berkeley, CA
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Today’s climate in education is in a state of flux. Public debate centers on how schools can do what they do even better—despite shrinking budgets and new challenges. . . . [E]ducational reforms will be effective only if students’ health and well-being are identified as contributors to academic success and are at the heart of decision and policy making. Schools, in concert with students, their families, and communities, must consider how well schools are accomplishing their missions and how they can best help students realize their full potential.
—Eva Marx, Susan Frelick Wooley, and Daphne Northrop, Health Is Academic, 1998, p. 293
Guess the Date of this Quote
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Is student health the missing piece in school reform?
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Making the Link…
Health + Academics =
Successful Healthy Students
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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How do we know?
Look at the research and dataWhat does it tell us?What are the implications for my
school?
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Forging the Links . . .
Discuss the provided research document with a partner and report out to the group:
The title of the document The link between health and academic
achievement discussed The results of the study that stood out for you
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Forging the Links . . .
CDC Fact Sheets Health Risk Behaviors and Academic
Achievement Physical Inactivity and Unhealthy Dietary
Behaviors and Academic Achievement Tobacco Use and Academic Achievement Alcohol and Other Drug Use and Academic
Achievement Unintentional Injury and Violence Related
Behaviors and Academic Achievement
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Forging the Links . . .
California Healthy Kids Survey (CHKS) Fact Sheet Are Student Health Risks & Low Resilience
Assets an Impediment to the Academic Progress of Schools?
Health Risks, Resilience, and the Academic Performance Index
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Forging the Links . . .
Getting Results Fact Sheet What Does Getting Results Say About Student
Health, Supportive Schools, and Academic Achievement?
WestEd Reports Student Health Risks, Resilience and
Academic Performance: Year 1 Report Student Health Risks, Resilience, and
Academic Performance in California: Year 2 Report, Longitudinal Analysis
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Further Links between Health and Academic Success
Using the CHKS to Help Improve Schools and Student Achievement Recent Research on Health and Achievement
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Every Health Risk Can Affect Academic Success
Interventions can narrow disparities.
Health interventions can improve learning and health.
Dilley, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Healthy Students Learn Better
Adolescents with poor general health were found less likely to graduate from high school than healthier students.
CDE, 2005; Currie, 2005; Fiscella, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Healthy Schools/Healthy Communities
School Performance
Healthy
Children
Healthy Communities
Increased Social Capital
“The relationship between schooling and health outcomes is one of the strongest generalizations to emerge from empirical research in the U.S.”
Nagya R. (2000). Applied Economics, 32, 815-822
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Nutrition (School breakfast programs):
Inner-city students mostly (African American) in grades one through eight who ate a school breakfast at least 80 percent of the time, had
Better math grades Less hyperactivity Better attendance – less tardiness
than students who ate a school breakfast less than 80 percent of the time.
Murphy, Pagano, Nachmani, et al.,1998
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Nutrition Services States that: prohibit junk food consumption; evaluate their nutrition; prohibit food as a reward; and provide funding for staff training have:
Better academic performance Higher test scores
Vinciullo and Bradley, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Nutrition Services & Parent Involvement
School Nutrition Policy Initiative:
Implemented for grades four through six 50% low income Included nutrition education and policy, social
marketing, and parent outreach
Result: 50% reduction of overweight incidence
Foster, Sherman, Borradaile, et al., 2008
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Counseling, Psychological, & Social Services
Mental health and counseling services provided to high school students
Result:
Decreased absenteeism and tardiness.
Gall, Pagano, Desmond, et al., 2000
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Physical Education
An increase in physical activity in classrooms, through extended physical education classes or physical activity breaks, showed that students either performed better or the same as control group, despite having less classroom instruction time.
Pellegrini and Davis, 1993
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Physical Education
States that do not teach physical education, do not provide staff development for physical educators, and do not have someone to oversee physical education at the state level have:
Higher dropout rates Diminished academic achievement
Vinciullo and Bradley, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Importance of Recess
Time spent in recess appears to have a positive relationship or no relationship with children’s attention, concentration, and/or on-task classroom behavior.
Children were less fidgety, less listless, more focused, and more on task compared with when they did not have recess.
Pellegrini, Huberty, Jones, 1995; Raviv, Low, 1990;
Pollatschek, O’Hagan 1989; Sallis, McKenzi,
Kolody,Lewis, Marshall, Rosengard,1999;
Jarret, Maxwell, Dickerson, Hoge, Davies, Yetley,1980
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Nutrition, Physical Activity & Tobacco Healthy Maine Partnerships funded health
coordinators and offered physical activity intramurals, improved nutrition education, and tobacco cessation.
Result:
Decreased soda consumption Higher physical activity Reduction in tobacco use
O’Brien, Polacsek, MacDonald, et al., 2010
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Healthy School Environment
A social development project in Seattle for grades one through six included training for Students - cognitive; social skills Teachers - classroom management; interactive teaching Parents - child behavior management
Result: Improved language, math, and reading Improved study skills Improved School attachment
O’Donnell, Hawkins, et al.,1995
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Healthy School Environment
States with policies prohibiting harassment of students by fellow students and prevention of harassment at school were found to have
Higher test scores Lower dropout rates
than states that have not implemented such health-promoting policies.
Vinciullo and Bradley, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Positive Bonding with the School
Students who report this bonding are:
More likely to remain academically engaged Less likely to be involved with misconduct at
school or engage in activities that may put them at risk
-Blum & Rinehart, 1997; Hawkins et al. 1992, 1999
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Health Education States that taught health related topics at high
school level and had someone oversee health education at individual school sites had students who:
Scored higher on advanced placement Performed better academically Were more likely to complete high school
Vinciullo and Bradley, 2009
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Examples of Success from the Field
Staff Health Promotion
Worksite wellness programs have been shown to decrease absenteeism and improve productivity.
The evidence that healthier worksites create healthier, more productive employees can be extended to suggest that healthier schools may create healthier, more successful students.
Harris, Lichiello, Hannon 2009; Goetzel, Ozminkowski 2008
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Something to Ponder…
Think about the students in your school/community
What health behaviors compromise their ability to succeed academically?
What’s the impact on your school district?
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Some common issues…
Not enough sleep Hungry, poor nutrition Substance abuse problems Tardiness to class because of smoking Stressed-out Afraid of violence Family/peer problems that occupy their thinking Sick, and don’t have health care available
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Assessing Your District
Turn to a partner: Look at the provided data Discuss the implications of the data in light of
previously discussed research Blank template provided Data available on CDE Data Quest
http://dq.cde.ca.gov/dataquest/
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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What often happens in schools…
Health-impacting programs and activities are fragmented
No one is fully aware of what others are doing
Student’s health needs are unmet
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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What needs to happen . . .
Coordination of School Health Programs
A planned and coordinated school-based approach that is designed to enhance child and adolescent health
A framework around which existing and future district- and school-level programs and services can be organized
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Coordinated School Health Programs
The Good News! These components already exist in your
school/district
The Challenge… Coordinating these efforts
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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How Coordinated School Health Programs Benefits Students
Improved student learning
Decreased risky behaviors
Reduced drop out rates
Less absenteeism
Less fighting
Improved rates of physical activity
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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How Coordinated School Health Programs Help Schools
Save money Reduce duplication of services/programs
Reduce absenteeism (students and staff)
Improve student performance and test scores
Improve student classroom behavior
Improve staff morale
Support teacher teamwork
Avenue to increase family involvement
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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What it looks like…
Multiple interventions exist: Policy Instruction Direct intervention Environmental change Role modeling Social support Peer instruction Media
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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What it looks like…
There is a system of coordination for activities that impact student health led by: School principal School health coordinator School health teams District-level school/community team
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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The Principal is Key…
A major key to the coordination and success of many CSH programs is the school principal.
Where plans have succeeded, the principal is a strong leader who promotes a spirit of teamwork.
Without the principal’s direction, the program will almost certainly not succeed.
“Lessons From the Field”, 2003, CDC
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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Four Key Processes
CommunicationCooperationCoordinationCollaboration
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent Public Instruction
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