In partnership with CDC-DASH and many collaborators, NASBE has developed research-based, best practice model policy language on various school health topics that states, districts, and schools can adopt or adapt for themselves. The points they address were suggested by the CDC's scientifically rigorous school health guidelines, state and local policies, and comments from expert reviewers.

For further explanation of this model policy, see Chapter C (Part I) of Fit, Healthy, and Ready to Learn.

Note: NASBE offers its model policy language free of copyright; courtesy attribution is requested. Users will need to adapt this model policy to fit their state and local education governance structure and established policy format, particularly the phrases in italics.

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1.  A VISION FOR SCHOOL HEALTH

INTENT. Families are the primary teachers and caregivers for their children. The present and future health, safety, and well-being of students are also the concern of state/district/school. Schools have a duty to help prevent unnecessary injury, disease, and chronic health conditions that can lead to disability or early death. For students to learn to take responsibility for their own health and to adopt health-enhancing attitudes and behaviors:

• every school shall be a safe and healthy place for children and employees to learn and work, with a climate that nurtures learning, achievement, and growth of character;
• all students shall be taught the essential knowledge and skills they need to become "health literate" - that is, to make health-enhancing choices and avoid behaviors that can damage their health and well-being;
• each school shall be organized to reinforce students' adoption of health-enhancing behaviors, and school staff shall be encouraged to model healthy lifestyles; and
• school leaders shall ensure that the nutrition, health services, and social services children need in order to learn are provided either at the school site or in cooperation with other community agencies.

RATIONALE. Health and success in school are interrelated. Schools cannot achieve their primary mission of education if students and staff are not healthy and fit physically, mentally, and socially. Credible surveys indicate that alarming proportions of young people engage in behaviors that put them at risk of serious health problems. In addition, the nation's leading health authorities recommend that schools take an active role in preventing disabling chronic health conditions that create misery and consume a burdensome share of the nation's resources.

2.  THE COORDINATED SCHOOL HEALTH PROGRAM

COORDINATED SCHOOL HEALTH PROGRAM. Every school district and school shall develop, adopt, and implement a comprehensive plan for a thorough, well-coordinated school health program that shall:

• be designed in response to demonstrated needs in the community;
• be based on models that demonstrate evidence of effectiveness;
• emphasize a positive youth development approach;
• make efficient use of school and community resources; and
• respond to families' needs and preferences.

The coordinated school health program plan shall incorporate the following eight components within a single framework:

1. a school environment that is safe; that is physically, socially, and psychologically healthful; and that promotes health-enhancing behaviors;
2. a sequential health education curriculum taught daily in every grade, pre-kindergarten through twelfth, that is designed to motivate and help students maintain and improve their health, prevent disease, and avoid health-related risk behaviors and that is taught by well-prepared and well-supported teachers;
3. a sequential physical education curriculum taught daily in every grade, pre-kindergarten through twelfth, that involves moderate to vigorous physical activity; that teaches knowledge, motor skills, and positive attitudes; that promotes activities and sports that all students enjoy and can pursue throughout their lives; that is taught by well-prepared and well-supported staff; and that is coordinated with the comprehensive school health education curriculum;
4. a nutrition services program that includes a food service program that employs well-prepared staff who efficiently serve appealing choices of nutritious foods; a sequential program of nutrition instruction that is integrated within the comprehensive school health education curriculum and coordinated with the food service program; and a school environment that encourages students to make healthy food choices;
5. a school health services program that is designed to ensure access or referral to primary health care services; foster appropriate use of health care services; prevent and control communicable disease and other health problems; provide emergency care for illness or injury; and is provided by well-qualified and well-supported health professionals;
6. a counseling, psychological, and social services program that is designed to ensure access or referral to assessments, interventions, and other services for students? mental, emotional, and social health and whose services are provided by well-qualified and well-supported professionals;
7. integrated family and community involvement activities that are designed to engage families as active participants in their children's education; that support the ability of families to support children's school achievement; and that encourage collaboration with community resources and services to respond more effectively to the health-related needs of students; and
8. a staff health promotion program that provides opportunities for school staff to improve their health status through activities such as health assessments, health education, and health-related fitness activities.

EFFECTIVE DATE. All districts/schools shall present a plan for a coordinated school health program to whom by date. The program shall be operational by date.

3.  ADMINISTRATION AND EVALUATION

RESPONSIBILITIES OF ADMINISTRATORS. The superintendent/school principal/other or his/her designee shall be responsible for:

• preparing a comprehensive plan for eight elements of a coordinated school health program, with input from students and their families;
• ensuring that the various components of the school health program are integrated within the basic operations of the district/school, are efficiently managed, reinforce one another, and present consistent messages for student learning;
• developing procedures to ensure compliance with school health policies;
• supervising implementation of school health policies and procedures;
• negotiating provisions for mutually beneficial collaborative arrangements with other agencies, organizations, and businesses in the community; and
• reporting on program implementation, results, and means for improvement to whom and how regularly.

RESPONSIBILITIES OF THE SCHOOL HEALTH COORDINATOR. Each school/district shall appoint a school health coordinator to assist in the implementation and coordination of school health policies and programs by:

• ensuring that the instruction and services provided through various components of the school health program are mutually reinforcing and present consistent messages;
• facilitating collaboration among school health program personnel and between them and other school staff;
• assisting the superintendent/school principal and other administrative staff with the integration, management, and supervision of the school health program;
• providing or arranging for necessary technical assistance;
• identifying necessary resources;
• facilitating collaboration between the district/school and other agencies and organizations in the community who have an interest in the health and well-being of children and their families; and
• conducting evaluation activities that assess the implementation and results of the school health program, as well as assisting with reporting evaluation results.

RESPONSIBILITIES OF THE SCHOOL HEALTH COUNCIL. A school health council shall be established that is composed of diverse members of the school community representing the eight components of the coordinated school health program, plus members of the community, family members, and students as appropriate. The council shall meet regularly to assess the progress of all aspects of the school health program and assist district/school leaders with general oversight, planning, evaluation, and periodic revisions of all aspects of the school health program.

To minimize inefficiency and duplication, the scope of duties, reporting procedures, and means of coordination shall be established in writing for this council and for all other planning committees and advisory councils.

RESPONSIBILITIES OF OTHER ADMINISTRATIVE STAFF. The food service program and its personnel shall be under the general supervision and authority of a food service director who reports to determined by district or school. State and district officials retain legal oversight responsibility to ensure compliance with state and federal laws, regulations, and guidelines.

Each middle school and high school shall appoint an athletic and/or student activities director to be primarily responsible for development, implementation, and ongoing administration of the school's intramural and interscholastic athletic programs.

The school health coordinator, food service director, athletic director, and student activities director shall be included as members of site-based management teams, district/school improvement councils, and other governance or advisory bodies as appropriate.

EVALUATION. Multiple indicators shall be used to assess the implementation and results of each component of the school health program. Health-related behaviors of students shall be anonymously surveyed every two years. The evaluation plan shall also include assessments of students' and families' satisfaction with the school health program.

POLICY REVIEW. The school board/other decision making body shall review school health policies to assess their effectiveness and make appropriate adjustments at least every three years.

4.  HEALTH EDUCATION

INTENT. A comprehensive program of health education that is designed to promote healthful living and discourage health-risk behaviors shall be taught at every grade level, pre-kindergarten through twelfth grade. Health-literate graduates of the school system shall be able to:

• comprehend concepts related to health promotion and disease prevention;
• access valid health information and health-promoting products and services;
• practice health-enhancing behaviors and reduce health risks;
• analyze the influence of culture, media, technology, and other factors on health;
• use interpersonal communication skills to enhance health;
• use goal-setting, decision-making, and self-management skills to enhance health; and
• advocate for personal, family, and community health.

INSTRUCTIONAL PROGRAM DESIGN. The health education program shall be an integral part of a coordinated school health program, be consistent with the state's standards/guidelines/frameworks, and be reviewed by the school health council. The health education program shall:

1. utilize educational theories and methods that have credible evidence of effectiveness;
2. emphasize learning and practicing the skills students need for healthful living;
3. build functional knowledge and skills from year to year (i.e., be sequential in design);
4. include accurate and up-to-date information;
5. use active, participatory instructional strategies and techniques;
6. be appropriate to students' developmental levels, personal behaviors, and cultural backgrounds;
7. be consistent with community standards;
8. focus on the behaviors that have the greatest effect on a person's health and emphasize the short-term and long-term consequences of personal health behaviors;
9. encourage students to assess their personal behaviors and habits, set goals for improvement, and resist peer and wider social pressures to make unhealthy choices;
10. stress the appealing aspects of living a healthy lifestyle;
11. address students' health-related concerns;
12. utilize curriculum materials that are gender-neutral and nonstereotyping;
13. assess students' achievement of health knowledge and skills with assessment instruments aligned with the curriculum;
14. be appropriately adapted to the special needs of students with disabling conditions, students with limited English proficiency, and students in alternative education settings;
15. be taught by well-prepared instructors with adequate support;
16. be allocated enough instructional time to achieve the program's goals;
17. be taught in classes that are the same average size as classes in other subject areas;
18. include means for program evaluation; and
19. involve parents and families as active partners in their children's learning.

GRADING. All students shall be regularly assessed for attainment of the health education learning objectives. Course grades shall be awarded in the same manner as in other subject areas and be included in calculations of grade point average, class rank, and academic recognition programs such as honor roll.

Students' results on health-related portions of state and district academic achievement tests shall be considered the same as in other subject areas for determining school progress indicators and in application of consequences in accordance with the established provisions of the state/district accountability system.

CURRICULUM INTEGRATION. Health education topics shall be integrated into the instruction of other subject areas to the greatest extent possible. Such cross-teaching is intended to complement, not substitute for, a comprehensive health education program.

PARENTAL REVIEW. Parents and guardians shall have convenient opportunities to preview all curricula and materials. A student may be excused from receiving school instruction in specific topics upon the written request of a parent or legal guardian. The parent/guardian must ensure that the topics the student is excused from are learned at home or elsewhere, and the student will be assessed for attainment of the health education learning objectives in the same manner as students not excused.

COLLABORATION. To the extent practicable, school staff shall cooperate with other agencies, organizations, and individuals conducting health education in the community. Guest speakers invited to address students shall receive appropriate orientation to the relevant policies of the school/district. School staff are encouraged to work with community organizations to provide opportunities for student volunteer work related to health.

5.  WELL-PREPARED STAFF

QUALIFICATIONS. All personnel involved in the school health program shall possess the necessary qualifications and training essential to their duties. Professional staff shall be currently licensed, certified, and/or recertified according the requirements established by state board or other agency for the positions in which they are employed and are expected to follow the performance and ethical standards established by their professional organizations.

Health and physical education teachers shall be required to periodically demonstrate their abilities to apply the content knowledge and instructional skills that are critical to the successful teaching of health and physical education.

PROFESSIONAL DEVELOPMENT. All personnel involved in the school health program shall participate in ongoing professional development activities that are directly related to their responsibilities. In particular, instructional staff who teach health topics shall satisfactorily complete professional development activities that provide basic knowledge about health and health education, including practice with teaching strategies designed to influence students' health-related behaviors and attitudes.

Professional development programs shall:

• respond to the professional improvement needs of staff and schools;
• be designed to transfer knowledge and skills based on theories and methods proven effective by published research;
• encourage reflection and professional discourse among peers about classroom practice;
• be made available to staff at their place of work to the greatest feasible extent;
• involve staff unions and professional associations in planning and implementation;
• provide necessary information about school health-related standards,
• guidelines, frameworks, regulations, policies, and recommendations of state/district/school and federal agencies; and
• provide relevant information about other disciplines to foster efficient collaboration among professionals.

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