Physical and Mental Health: Opportunities for Schools to Play a Role in the Long-Term Health of Students

• In Event: 52.043 - Measuring What Matters: Broadening Measures of Success in Schools

Abstract

Objectives

To review school health and physical education and the potential school impact as it pertains to lifetime health, life success and wellbeing

To discuss potential opportunities for schools to play a role in improving long term physical and mental health of students

To propose a set of measurement tools that is grounded in literature and research as well as discuss potential usefulness of the use of these tools

Perspective

This paper takes the position that student health is not the central domain of any one public service but a construct of a comprehensive approach that involves many institutions and stakeholders. “Comprehensive school health” (sometimes referred to as CSH) encompasses more than physical and health education classes. It encourages schools to address social and physical environments, teaching and learning across the curriculum and school policies. Comprehensive school health has been shown to boost academic achievement, reduce behavioral problems and barriers to learning, and help students develop the skills they need to be physically, mentally, and emotionally healthy for life (Murray, Low, Hollis, Cross and Davis, 2007; Stewart-Brown, 2006).

Modes of inquiry

This paper uses secondary international literature and research from a wide range of areas to unpack the notion of health, both mental and physical, for youth and consider the role of school in this critical but larger issue. The paper will then query and review the role of intervention and measurement might have in supporting student health as well as the potential usefulness of measurement tools reviewed.

Point of view

Strengthening health practice in schools is critical issue especially in regards to social justice and equity of opportunity and support. Canadian children’s health outcomes may be declining (Tremblay, Shields, Laviolette, Craig, Janssesn and Gorber, 2010; Paglia-Boak, Ddlaf, Hamilton, Beitchman, Wolfe and Mann, 2012). Many schools struggle to provide the mandated levels of physical activity (e.g. Stone, Faulkner, Zeglen-Hunt and Cowie-Bonne, 2012). It can be difficult to ensure that students have a sense of belonging at school, that adults in the school care about them, and that they are well-regarded by peers —issues important to students’ health (Freeman, King, Pickett, Craig, Elgar, Janssen and Klinger, 2012). A narrow emphasis on academic achievement at schools and in policy may help to create a barrier to implementing comprehensive school health (Deschesnes, Martin and Hill, 2003).


Significance

This paper suggests jurisdictions can do more about caring for and building school learning experiences that focus on physical and mental health. Health is also is not something which belongs as a sole responsibility of schools and education-that improving societal health in youth will require productive partnerships with an array of institutions and services. Health can be a part of what is measured in schooling. A wide array of health measures could be adopted for use by schools, including those focused on increasing the level of physical activity at schools, involving children in measuring and reporting on their own physical fitness and measuring schools’ health policies and programs (e.g. Lagarde, 2004; Brener, Pejavara and McManus, 2011).

Author

• Bruce Ferguson, Sick Kids Hospital