1. Schools as a setting for health promotion 10 June 2015 Kuopio

2. ‘ ‘ There is no shortcut or quick fix in changing (school)culture. Like a fish in the ocean we have to swim together, talk together and work together. Only then we make the positive changes that we want to see.’ Dr Alice Pollard school director Solomon Islands

3. Programme 1.SHE: Networking on a European level 2.What are health promoting schools 3.Effectiveness and impact of health promoting schools 4.Examples in Europe

4. CBO as WHO Collaborating Centre for School Health Promotion

5. SHE Network – Who are we? 45 member countries + 6 country regions: EU and EECA National coordinators and SHE Research Group Since 1992 Support: WHO Euro, Council of Europe and EC Focus: making HPS an integral part of policy development in education and health sector

8. What SHE does (ToR): 1.Share good practice 2.Identify areas for research 3.Maintain and expand SHE network 4.Ongoing technical support 5.Collaboration between health and education sectors 6.Support school health services and HPS

9. Trends and topics SHE 2013-2016 1.Tackling the health divide 2.Investing in making people healthier, empowering citizens 3.Tackling Europe’s major diseases 4.Creating healthy environments 5.Promoting and adopting ‘health in all policies’

10. Overview SHE 2015 2015 SHE assembly SHE newsletters and social media SHE summer school 10-13 June 2015 Country visits SHE factsheet 4: focus on health inequalities Toolkit for school manual

11. What is health? Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity (WHO 1948) Towards a new framework of health : health as the ability to adapt and self manage (Huber et al, 2011)

12. A whole school approach to health: Healthy school policies Physical school environment Social school environment Health skills and action competencies Links parents and community Health services

13. New model for health promoting schools Whole school – whole community – whole child: a collaborative approach to Learning and Health http://bcove.me/q49bp7dw More info: www.ascd/learningandhealthwww.ascd/learningandhealth

14. Health and/or Education Who is responsible? Implementation issue Intersectoral working needed Health promoting schools as good practice

15. WHO Health 2020: education and early development Education sector can help create healthier people and communities: Ensure access to education for all Education key determinant of health Training school staff health dimension of their work Enhancing health literacy Adress gender inequalities

16. 10 HPS principles (Greece, 1997) 1. Democracy 2.Equity 3.Empowerment and action competence 4.School environment 5.Curriculum 6. Teacher training 7. Measuring success 8. Cooperation 9. Communities 10. Sustainability

17. Every child and young person in Europe has the right, and should have the opportunity, to be educated in a health promoting school.

18. SHE factsheet 2 + background document

19. Evidence of whole school approach: The way the school is managed The experiences students have in taking responsibility for shaping change How teachers relate to and treat students How the school engages with its local community (including parents) Builds health protective factors and reduces risk-taking behaviour

20. Relationship between: good health educational achievement school completion

22. SHE factsheet 1 State of the art: Health promoting schools in Europe

23. State of the art 2013 34.000 health promoting schools in European region Scotland, Wales, Portugal 100% Slovenia 50 % Lithuania, Russia 20 % Poland, Croatia, Austria 2 - 10% Some countries 0 % 2 June 2015European examples and concerns Paris 2 June 201523

24. NCD topics in national policies across Europe (2013) Sports/physical activity (96%) Healthy eating (92%) Mental health (80%) Safety (77%) Sexual health (62%)

25. 8 components for effective implementation (Samdal/Rowling, 2012) 1) Preparing and planning for school development 2) Policy and institutional anchoring 3) Professional development and learning 4) Leadership and management practices 5) Relational and organisational support context 6) Student participation 7) Partnership and networking 8) Sustainability

26. Examples in Europe Scotland: Curriculum for Excellence (2012): http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/whatis curriculumforexcellence/ Germany: Gute gesunde Schule and Self- Organised Learning http://jasp.inspq.qc.ca/Data/Sites/1/SharedFiles/presentations/2011/JASP2011_2 8nov_PPaulus.pdf Netherlands: Dutch Education Agenda (2012)

27. www.schools-for-health.eu Membership SHE research group SHE newsletter School twinning Introduction clip And much more

28. SHE Online School Manual What is the purpose of the manual? The SHE online school manual will: provide an introduction to health promoting schools; support in becoming a health promoting school, or; support in improving an existing health promoting school. For whom is the manual? The manual is for school management, teachers, students who are involved in the development of health promoting schools in the primary and secondary school setting in Europea. 31 March 2015Schools as setting Wageningen University28

29. What is the manual? The manual is a step-by-step guide through the following 5 phases to become a health promoting school or improve an existing health promoting school. It includes best practice examples, helpful questions and two companion documents (i.e., the school action planner and rapid assessment tool). 31 March 2015Schools as setting Wageningen University29

30. School action planner The school action planner is meant to be used along with the manual in phase 1, 2 and 3 of the process. Purpose: to assist school staff in the process of making their health promoting school action plan. It includes examples of key actions such as formulating health promoting school aims and objective. It includes tables for schools to fill in key components of their own action plan. 1. Getting started 2. Assessing your starting point 3. Planning for action 4. Taking action 5. Monitoring and evaluation 31 March 2015Schools as setting Wageningen University30

31. SHE rapid assessment tool: http://www.schools-for-health.eu/for-schools/rapid-assessment-tool http://www.schools-for-health.eu/for-schools/rapid-assessment-tool In phase 2: the rapid assessment tool is designed to be used to assess the school’s current policies and practices related to health promotion to determine the school community’s needs and priorities. It includes a series of questions divided into 7 topics related to the whole school approach. The rapid assessment tool is available as a pdf document on the website and online. 1. Getting started 2. Assessing your starting point 3. Planning for action 4. Taking action 5. Monitoring and evaluation 31 March 2015Schools as setting Wageningen University31

32. Result Rapid Assessment Tool 31 March 2015Schools as setting Wageningen University32

33. concerns HPS initiative still too much health driven Change is a long term process (no more projects) HPS advantages better highlighted (Example Cantabria teachers) Schools primary responsible: health at the core More evidence needed about process

34. Advantages health promoting school Healthier students Better learning achievements Higher job satisfaction Better care for pupils Better school atmosphere Act more efficient Better image of school

35. Conclusions From projects to policy More leadership from education sector Schools take the lead in their own change More evidence of process working needed

36. contact www.schools-for-health.eu g.buijs@cbo.nl