Going the Healthy Route at School Framework Policy on Healthy Eating and Active Living Ministère de...

Going the Healthy Route at School Framework Policy on Healthy Eating and Active Living

Ministère de l’Éducation, du Loisir et du Sport

With the close collaboration of the Ministère de la Santé et des Services sociauxand the Ministère de l’Agriculture, des Pêcheries et de l’Alimentation du Québec

September 2007

PURPOSE OF THE MEETING

• To present the content of the Framework Policy on Healthy Eating and Active Living

• To discuss its implementation

AGENDA

Welcome

• Part 1: Presentation of the Framework Policy (1h, 25 min)• Introduction

– Current situation– Government action plan

• Framework Policy– Objectives and audience– Orientations– Pamphlets

• Question period • Break (15 minutes)

AGENDA (cont.)

• Part 2: Implementation of the Framework Policy (1h, 45 min)

• Presentation of the DVD• One way of proceeding

Healthy Schools approach • Implementation

– Financing – Priorities and schedule – Follow-up– Roles and support

• Question period• End of the meeting

Part 1

Presentation of the Framework Policy

Social consensus in Québec

• The development, health and educational success of young people constitute key challenges.

• Healthy eating and physical activity are essential to young people’s development.

• Healthy eating has a positive effect on young people’s growth and their feeling of well-being, just as it prepares them to learn better.

SOCIAL CONSENSUS

Part 1: Presentation of the Framework Policy

- Regular physical activity fosters concentration, a factor associated with educational success.

- The improvement of young people’s health and well-being is a factor favourable to increased chances of success.

- Healthy eating and physical activity must be a real concern for the school system.

SOCIAL CONSENSUS (cont.)


School environment

Many health organizations (the WHO, the American Heart Association, the Heart and Stroke Foundation, the American Dietetic Association, Dieticians of Canada) agree that the school environment is an excellent place to reach the greatest number of young people and to make them aware of the importance of adopting a healthy lifestyle.

SOCIAL CONSENSUS (cont.)


A Healthy Lifestyle?

Obesity among adults and children is on the rise just about everywhere in the world, and to such an extent that the World Health Organization (WHO) has described the situation as one of epidemic proportions.


Three Recommendations (WHO)

• Modify the environment in order to promote healthy lifestyles in schools and the community.

• Promote the acquisition of knowledge and skills that enable individuals to make healthy choices.

• Limit and regulate advertising aimed at children.


GOVERNMENT COMMITMENT

•2006-2009 Youth Action Strategy: The government undertakes to develop a framework policy on healthy eating for the school system.

Measure: Eliminate junk food in schools.

•Government action plan: INVESTIR POUR L’AVENIR


To improve Quebeckers’ quality of life by enabling them to live in environments that promote the adoption of healthy lifestyles, namely, active living and healthy eating habits.

A Common Goal

The main audience of the measures:

–People up to the age of 25–Their families

Impact on the population as a whole, given actions that affect life settings and environments

A Target Clientele

7 ministries: • Santé et des Services sociaux • Éducation, du Loisir et du Sport• Agriculture, des Pêcheries et de l’Alimentation du

Québec• Famille, des Aînés et de la Condition féminine• Affaires municipales et des Régions• Emploi et de la Solidarité sociale • Transports 3 government agencies: • Secrétariat à la jeunesse• Office de la protection du consommateur • Institut national de santé publique du Québec

Partners

1. To promote healthy eating habits 2. To promote active living3. To promote favourable social

standards 4. To improve services for people with

weight-related problems

5. To promote research and the transfer of knowledge

Focuses of Intervention (5)

To make the municipalities aware of the measures they can take to promote healthy eating habits.

To support the health organizations and workplaces that wish to institute a healthy food policy.

To promote healthy eating habits: 21 actions

To publicize the cooperation agreements between the schools and municipalities with regard to the sharing of sports facilities, in order to encourage more agreements of this kind.

To develop a technical guide designed to support municipalities in the development of safe routes to school.

Encourage work aimed at outfitting, landscaping and holding activities in schoolyards, in order to facilitate the practice of physical activity.

To promote active living: 26 actions

To ensure that a social campaign to promote healthy lifestyle habits is durable.

To showcase best practices in the promotion of healthy lifestyle habits.

To develop a standard based on consensus for businesses that wish to improve their employees’ health and that will support the establishment of measures to foster the creation of environments favourable to healthy lifestyle habits.

To promote favourable social standards: 10 actions

To learn more about these: <www.msss.gouv.qc.ca/documentation/investir>

SUPPORT FOR EXISTING INITIATIVES, MOBILIZATION AND

COMMITMENT OF THE SCHOOLS

• to continue these actions (for example, in the francophone sector, 45 school boards have a local food policy)

• or to undertake new ones

Recognizing actions already taking place in many schools, the Framework Policy constitutes a form of encouragement

The school’s involvement: By doing their part to foster healthy living habits, the school contributes to the achievement of government priorities.


Framework Policy onHealthy Eating andActive Living

INTENDED AUDIENCE

- preschool

- elementary and secondary school

- vocational training and adult education

School boards, public schools and private schools taking students in


GOAL

To support schools

- in providing an environment conducive to the adoption and maintenance of healthy eating and active living habits

- in helping students develop personal competencies in this regard


OBJECTIVES

- To ensure that food supplied in the school environment promotes the adoption of healthy eating habits.

- To increase physical activity opportunities for all students at school.

- To create education, communication and promotion programs to facilitate the adoption of sustainable healthy living habits.

- To mobilize the different school and community partners to undertake comprehensive, concerted actions that support the adoption of healthy eating and active living habits.


ORIENTATIONS OF THE FRAMEWORK POLICY

Nine orientations grouped around three themes:

1. School environment (healthy eating, active lifestyle)

2. Education, promotion and communication

3. Mobilizing partners

The orientations are illustrated by some 30 examples taken from the schools.


HEALTHY EATING

Orientation 1: Offer a variety of foods and give priority to food of nutritional value

Nine priority elements:

1. Offer meals that include foods from each of the four food groups of Canada’s Food Guide: Vegetables and Fruit, Grain Products, Milk and Alternatives, and Meat and Alternatives.

2. Prepare a main course accompanied by at least one vegetable.

3. Provide a variety of fruits and vegetables.


HEALTHY EATING

Orientation 1: Offer a variety of foods and give priority to foods of nutritional value (cont.)

Priority elements:

4. Provide a variety of 100% pure (unsweetened) fruit juices and vegetable juices, in addition to milk and water.

5. Give priority to whole grain products.

6. Offer desserts made with fruit, milk products and whole grain products; avoid desserts that have a high fat or sugar content.


HEALTHY EATING

Orientation 1: Offer a variety of foods and give priority to foods of high nutritional value (cont.)

Priority elements:

7. Reduce the fat content of meats.

8. Favour low-fat or nonfat cooking methods, such as steaming, baking, braising, poaching, grilling or roasting.

9. Avoid products containing saturated or hydrogenated fats or oils (trans fats).


HEALTHY EATING

Orientation 2: Eliminate foods of low nutritional value from all school food supplies

Five priority elements:

10. Eliminate sugar-sweetened and artificially sweetened (diet) soft drinks as well as sugar-sweetened beverages.

11. Eliminate products in which sugar or a sugar substitute is the first ingredient listed.


HEALTHY EATING

Orientation 2: Eliminate foods of low nutritional value from all school food supplies (cont.)

Priority elements:

12. Eliminate French fries.

13. Eliminate frying and deep-frying, and avoid commercial or pre-fried breaded foods.

14. Sell or offer foods and beverages that meet dietary guidelines at fundraising events, special events, on school trips, outings, etc.


HEALTHY EATING

Orientation 3: Provide appropriate areas and favourable conditions for meals

Two priority elements:

15. Make sure that eating areas are safe at all times.

16. Make lunchtime an enjoyable part of the school day by ensuring that eating areas are pleasant and inviting.


PAMPHLETSPamphlet 1: Healthy School Menus For food service providers, catering and cafeteria service personnel, school boards and private schools

Pamphlet 2: Healthy Vending Machines

For school staff as well as for vending machine employees

Pamphlet 3: Healthy Snacks For parents as well as school staff in the development of policies

related to snacks

Pamphlet 4: Healthy Lunch Boxes

Mainly for parents


ACTIVE LIVING

Orientation 1: Increase physical activity opportunities

Actions considered effective or promising:

- Offer a wider range of recreational activities.

- Train and support young leaders.

- Train and support daycare workers.

- Incorporate physical activity opportunities into the timetable.


Orientation 2: Offer activities that meet students’ varied interests and abilities

Actions considered effective or promising:

- Involve students in selecting the activities to be offered.

- Plan activities that are specifically geared to girls.

- Offer elementary school students more activities to develop their motor skills.

- Offer activities that focus on games and the pleasure of being physically active.


ACTIVE LIVING

Orientation 3: Plan the layouts of indoor and outdoor play areas and animate the activities carried out in them in

order to optimize the opportunities to be physically active Actions considered effective or promising:

- Provide students with an adequate supply of safe and well-maintained equipment.

- Plan the layout of the schoolyard to encourage students to be more physically active.

- Animate activities in areas where students assemble during breaks.


ACTIVE LIVING

Pamphlets Pamphlet 5: Schoolyard Activities and Layouts in Elementary Schools For individuals who are responsible for schoolyard games

Pamphlet 6: Schoolyard Activities and Layouts in Secondary Schools For individuals who are responsible for schoolyard installations and

extracurricular activities

Pamphlet 7: Extracurricular Physical Activities in Elementary and Secondary Schools

For individuals at the elementary and secondary level who would like to offer

a diverse selection of extracurricular physical activities or improve the existing selection


EDUCATION, PROMOTION AND COMMUNICATION

Orientation 1: Implement educational and promotional activities that foster healthy eating and active living

Actions that may serve as inspiration for schools:

- Make all educators aware of the importance of promoting attitudes and behaviours that are essential for the adoption of healthy living habits.

- Offer students new foods and meals to help them develop their taste buds.



Orientation 1: Implement educational and promotional activities that foster healthy eating and active living (cont.)

Actions that may serve as inspiration for schools:

- Organize extracurricular activities to help students develop cooking skills.

- Conduct regular activities to promote the adoption of healthy living habits (e.g. Plaisirs d’hiver, Sport Étudiant’s Physical Education Month [MEPSE], Walk to School Day/Week, Nutrition Month, Moi, j’croque 5 fruits et légumes, Bien dans sa tête, bien dans sa peau, Pelure de banane).



Orientation 2: Periodically provide information on initiatives to parents and the community so that they can support the schools’ efforts and ensure continuity

Actions that may serve as inspiration for schools:- Post messages, videos, etc. on the school’s Web site.

- Publish articles in a local or school newspaper.

- Hand out brochures published by government ministries or other organizations.

- Set up information booths in the schools during parent visits.


MOBILIZING PARTNERSOrientation: Establish or consolidate partnerships with the

community

Actions that may serve as inspiration for schools:- Share or use infrastructure and human resources in the community (e.g.

municipality, community centre, private club).

- Establish, with the help of the municipality, safe routes to school (e.g. appropriate signage, safe access, traffic regulations).

- Implement consolidated projects that call on various community groups

- Encourage family and community volunteers to participate.


FAVOURABLE CONDITIONS

School boards:

• Play a decisive role in making decisions conducive to healthy eating and active living

• Develop a local policy that reflects the orientations of the Framework Policy (or update existing policies)

• Ensure the cooperation of a team committed tothe process

• Establish consistent agreements with subcontractors

• Monitor the application of the local policy and the progress made


FAVOURABLE CONDITIONS (cont.)

Schools:• Translate local policy into concrete action adapted to

the school

• Ensure the cooperation of a team committed to

the process

• Join forces with young people and their parents (have confidence in young people)

• Involve the school staff


CONDUCIVE CONDITIONS (cont.)

Schools:

• Create partnerships• Determine strategic times to implement

changes• Recognize that desired changes may need to

be implemented gradually, according to the community’s ability to act and meet challenges

• Monitor actions and progress made


QUESTIONS?


Part 2

Implementation of the Framework Policy

VideoVirage santé

Part 2: Implementation of the Framework Policy

One Way of Proceeding: The Healthy Schools Approach

Complementarity of services agreementbetween the MELS and the MSSS and the two networks

Fosters the development of young people By promoting educational success, health and well-

being A promotional priority:

The Healthy Schools Approach


One Way of Proceeding: The Healthy Schools Approach (cont.)

• Based on reports by international experts (WHO)• Takes into account the orientations and principles

underpinning the education reform

• Supports the implementation of global, concerted intervention to promote health and well-being

• Provides guidance for the school and its partners with a view to

increasing the effectiveness of interventions to promote health

and well-being


FINANCING

• $1.5 M: to assist in the development of local policies

• $6.5 M: to assist in the purchase of equipment (stoves, microwaves, etc.)

• $3 M: to double an existing allocation for schoolyard layouts


FINANCING (cont.)

In addition:

• $400 000: to produce tools (Web sites, information documents for parents and students, monitoring mechanisms, etc.).

• $5 M: for revamping the Wellness Oriented Schools program


IMPLEMENTATION

• The Framework Policy requires the involvement of the schoolboards and schools.

• The school boards should translate the Framework Policyinto a local policy.

• The local policy will guide the schools in the type of actions

they can integrate into their educational projects or success plans.

• The schools can draw upon the resource of existing committees

like the Healthy Schools committee, to work together.


IMPLEMENTATION IN TWO PHASES

Phase One: 2007-2008

1.1 Preparation

1.2 Quick action with regard to certain components associated with the orientations in healthy eating

Phase Two: 2008-2009 and 2009-2010

2.1 Quicker action with regard to all the components associated with the orientations in healthy eating

2.2 Actions for all the orientations


Phase One: 2007-2008

1.1 Preparation

- Drawing up a profile of the situation in the schools

- Preparing the schools for the changes slated for January 2008

- Developing or updating local policies (by the school boards)

- Choosing implementation strategies (by the schools)


Implementation Priorities Phase One 1.1 Preparation

Priorities Indicators Targets and deadlines

School boards Profile of the situation

% of school boards

100%

4 to 6 weeks after receiving the tool

Local policy % of school boards

100%

November 2007

Schools Implementation strategy

% of schools

100%

4 to 8 weeks following the profile


Phase One: 2007-2008 1.2 Quick action with regard to certain components associated with

the orientations in healthy eating

Implementation, in January 2008, of 4 priority elements:

2. Prepare a main course accompanied byat least one vegetable.

10. Eliminate sugar-sweetened and artificially sweetened (diet) soft drinks as well as sugar-sweetened beverages.

12. Eliminate French fries.13. Eliminate frying and deep-frying, and avoid

commercial or pre-fried breaded foods.


Implementation Priorities (cont.)Phase One

1.2 Quick action with regard to certain components associated with the orientations in healthy eating

Priorities Indicators Targets and timetable

Schools Components2, 10, 12, 13

100% of schools

January 2008


Phase Two: 2008-2009 and 2009-2010


Implementation of the 12 other components in September 2008

1, 3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16


Implementation Priorities (cont.) Phase Two: 2008-2009 and 2009-2010



Schools The 12 other components

1, 3, 4, 5, 6, 7, 8, 9, 11, 14, 15, 16

100% of schools

September 2008


September 2008

16 priority elements

Phase Two: 2008-2009 and 2009-2010

2.2 Actions for all of the orientations

• Theme 1 School environmentActive living (3 orientations)

Healthy eating (16 components already in place)

• Theme 2 Education, promotion and communication

(2 orientations)

• Theme 3 Mobilizing partners (1 orientation)


Implementation Priorities (cont.) Phase Two: 2008-2009 and 2009-2010 2.2 Actions for all of the orientations


Schools Actions for active living

% of schools

2008 2009 2010

50% 75% 100%

Schools Actions for education, promotion and communication

% of schools

2008 2009 2010

50% 75% 100%


Implementation Priorities (cont.) Phase Two: 2008-2009 and 2009-2010 2.2 Actions for all of the orientations


Schools and school boards

Establish partnerships with the community

% of schools 2008 2009 2010

50% 75% 100%

School boards

Report on implementation

100% of school boards

In January of each year (2009 to 2011)


FOLLOW-UP AND EVALUATION

• In the fall of 2007, the MELS set up a committee to monitor the implementation of the Framework Policy

• The MELS will evaluate the Framework Policy in two phases:

- 2009: evaluation of the implementation process (providing feedback, helping to improve the policy)

- 2011: evaluation bearing on the attainment of the objectives as well as the effects


IMPLEMENTATIONRoles and support of the MELS

- Tour the regions to inform schools and help them embrace the Framework Policy

- Provide a checklist to help schools and school boards draw up a profile of their situation

- Disseminate a “Virage santé” DVD

- Publish information and animation tools for parents, students and school staff

- Set up a Web site where schools and school boards can obtain information- Set up an advertising campaign on healthy living in January 2008, as part of

the Move More, Eat Better program (formerly the Do it for you! Program)

- Ensure that government campaigns on healthy living habits include a component for young people and their parents


The schools can count on the collaboration of:

- The network of regional sponsors and partners in the territory who are implementing the Healthy Schools approach

- The regional offices of the MELS

IMPLEMENTATIONRoles and support of the MELS (cont.)


- Develop an implementation guide for the healthy eating component of the Framework Policy, for the public health network

- Train public health network employees who will be in direct contact with the schools, in order to support them in implementing their local policy

- Coordinate the other actions of the government Action Plan, the Healthy Schools Approach, and the actions targeted by Kino-Québec

- Ensure that social campaigns are durable

- Sit on the committee monitoring the implementation of the Framework Policy

IMPLEMENTATIONRoles and support of the MSSS


At the regional level:

stakeholders in public health offices promoting active living particularly in terms of nutrition and physical activities (Kino-Québec), and Healthy Schools staff

Possible roles:

- Support school boards (local policy, implementation strategies, communication, partnerships)

- Support and train CSSS staff

- Provide expert advice

- Produce and disseminate tools

IMPLEMENTATIONRoles of the public health network


At the local level:

CSSS staff promoting healthy lifestyle habits in the schools and Healthy Schools staff

Possible roles:

- Support the schools in carrying out actions associated with the application of the local policy (as part of the committee)

- Provide expert advice

IMPLEMENTATION

Roles of the public health network (cont.)


• Produce awareness-raising and information tools and materials on hygiene and food safety

• Offer training to food service managers and workers (in conjunction with the MSSS)

• Include a section on healthy eating in Mes aliments, j’en prends soin!, an education resource kit targeting elementary school students

• Establish partnerships between local producers and distributors on the one hand, and school and daycare cafeterias on the other

IMPLEMENTATION

MAPAQ roles and support


Fund for the promotion of healthy living habits

• $40 M per year for 10 years

• Fund-management firm (non-profit organization)

• Distribution of the $40 M:

– $30 M for Québec en forme: for projects mobilizing local communities

– $10 M for provincial or supra-regional projects


QUESTIONS?


THANK YOU


Going the Healthy Route at School Framework Policy on Healthy Eating and Active Living Ministère de...

Documents

Transcript of Going the Healthy Route at School Framework Policy on Healthy Eating and Active Living Ministère de...