(An item taken from the daily/weekly/monthly ISHN Member information service) An analysis of the School Health profiles in 45 US states reveals that the commitment to effective school sexual health education may be waning. CDC analyzed 2008 and 2010 School Health Profiles data for public secondary schools in 45 states. This report summarizes the results of those analyses, which indicated that in 2010, compared with 2008, the percentage of secondary schools teaching 11 topics on HIV, other STD, and pregnancy prevention in a required course in grades 6, 7, or 8 was significantly lower in 11 states and significantly higher in none; the percentage of secondary schools teaching eight topics in a required course in grades 9, 10, 11, or 12 was significantly lower in one state and significantly higher in two states; and the percentage of secondary schools teaching three condom-related topics in a required course in grades 9, 10, 11, or 12 was significantly lower in eight states and significantly higher in three states. Read more...

(An item taken from the daily/weekly/monthly ISHN Member information service)  Immunization is discussed in four articles in Issue #6, 2012 of Pediatrics. Two of those articles once again demonstrate how school-based immunization programs cost less and are more effective in reaching youth. (Similar studies have shown that school-based immunization is less costly and more effective in initial campaigns.) The first article reports that immunization recalls to 800 adolescents in four Denver clinics. Post the recall, the intervention group had significantly higher proportions of receipt of at least 1 targeted vaccine (47.1% vs 34.6%, P < .0001) and receipt of all targeted vaccines (36.2% vs 25.2%, P < .0001) compared with the control group. Three of the four clinics made a profit from the recall, one did not. (Average costs for administering vaccines are usually about $15 in a physicians office). The other study, also in Denver, recalled 529 teens from four school-based health centres. At the end of the demonstration study, 77% of girls had received ≥1 vaccine and 45% had received all needed adolescent vaccines. At the end of the RCT, 66% of recalled boys had received ≥1 vaccine and 59% had received all study vaccines, compared with 45% and 36%, respectively, of the control group (P < .001). The cost of conducting recall ranged from $1.12 to $6.87 per recalled child immunized via school-based clinics.  Read more... 

(Taken from the ISHN Members Information Service) Another Canadian province announced a comprehensive plan on safe & caring schools.  Ontario is taking the next step in its Accepting Schools Action Plan to make schools safer, more inclusive and accepting places for all students to learn. The announcement includes the appointment of the Accepting Schools Expert Panel which will bring together experts to identify and advise on the development of resources and practices that promote a positive school climate, equity and inclusive education, as well as bullying prevention and early intervention. Other elements of the comprehensive action plan include: (1) The Accepting Schools Act (Bill 13), which passed on June 5, 2012. (2) Bringing mental health support workers into schools - as part of Ontario's 10-year mental health and addictions strategy (3) Having Ontario's Curriculum Council report back on integrating equity and inclusive education principles and bullying prevention strategies across the curriculum. (4) Creating a public awareness campaign to promote the role that all Ontarians have in preventing bullying.

• (5) Renewed support for Kids Help Phone. Read more..

(Read this Excerpt from a Research Review, Identified by the ISHN information service for its members) Taken from this report; National Collaborating Centre for Determinants of Health. (2012). Assessing the impact and effectiveness ofintersectoral action on the social determinants of health and health equity: An expedited systematic review. Antigonish, NS: National Collaborating Centre for Determinants of Health, St. Francis Xavier University. See our school-related excerpts from the report by clicking on the Read More link (lower right side, below this posting)

(From the ISHN Member information service) The government of British Columbia has announced a comprehensive plan for promoting safe and caring schools. The ERASE Bullying (Expect Respect And a Safe Education) is a comprehensive strategy that will make British Columbia a leader in addressing bullying and harmful behaviours. The 10 elements of the plan will begin in the 2012/13 school year and include: (1) A five-year, multi-level training program for educators and community partners to help them proactively identify and address threats. (2) New online tools, including a Smartphone app, for kids to report bullying anonymously. (3) Dedicated safe school co-ordinators in every school district. (4) Stronger codes of conduct for schools. (5) Provincial guidelines for threat assessments. (6) New online resources for parents. (7) Formal protocols to guide and co-ordinate the work of school and community partners. (8) A provincial advisory committee with representatives from police, school and social agency partners. (9) Focusing one of the existing six provincial teacher professional development days on anti-bullying.

• (10) Anti-bullying and threat assessment training for pre-service teachers. Read more

(Posted from the ISHN members information service monitoring over 225 journals) An article in Issue #2, of the NASSP Bulletin describes four systems change theories widely used in education today. The article provides an opportunity for practicing leaders to review four major theories of organizational change—continuous improvement, two approaches to organizational learning, and appreciative inquiry. These four theories were selected because of their emergence within the field of education, possible adaptability to school systems, and potential to support organizational change. Such theories can provide clear guidelines for successful organizational transformation, promote effective change management, and facilitate operative decision making. Since they are widely used by educators, it might be worthwhile for advocates of heakth and socila programs to consider their use in theor approaches to educators. Read more...

(Posted from the ISHN members information service monitoring over 225 journals) An article in Issue #2, 2012 of The High School Journal suggests a way of measuring of the Development of an Adolescent Perception of Being Known, a fundamental part of growing an identity, key to their ensuing mental health and development. As such, adolescent perceptions of being known are a distinct factor associated with high school students' engagement in school. The article reports on item development, item performance, convergent, divergent, and predictive validity as well as measurement invariance and concludes by outlining the promise research studying instructional moves through a developmental lens has for understanding teaching and learning in urban high schools. Read more...

(Posted from the ISHN information service for its members)The articles in a new journal, the  Health Education Teaching Techniques Journal, provide a unique resource for teachers. Each issue of the journal presents research-based lesson plans that include the relevant activities and support materials as well as an explanation of the theory or behavioral basis for the lesson plan. Here is a list of the lessons that are explained in Issue #2, 2012: (1) Alcohol Prevention Letters: Creating a Circle of Support, (2) Let’s Talk about G-E-R-M-S: Educating Elementary School Students about Germs and Hand Sanitation |(3) Making Decisions: Paired-Comparison Analysis (4) Exploring the Challenges of HIV: Developing Compassionate Attitudes through Role Play (5) When Friends Self-Mutilate (6) Teaching Food Safety. Read more. 

(Posted by ISHN from its members information service) An article in Issue #3, 2012 of Health Education Research examined which components of a whole school physical activity (PA) strategy were most likely to be implemented successfully. These components included sports after school and during lunch break, active schoolyards, active school commuting) and organizational principles (e.g. safe bike racks, pupil involvement). Key representatives of 111 elementary and 125 secondary schools filled out an online survey. Less than half of the elementary schools organized sports during lunch-break or after school. In secondary schools the least implemented strategies were the promotion of active school commuting and after-school sports. In general pupil, parental and community involvement scored low. Better knowledge of community schools and having attended in-service training were associated with higher implementation scores in elementary and secondary schools. Better implementation of the strategies was found in larger schools. Participation in activities from the School Sports Association and more perceived interest from parents and the school board were also associated with higher implementation scores. In conclusion, knowledge of community schools and in-service training next to sufficient human resources are potential key factors to promote PA. Read more. 

A national expert panel reviewing the curriculum in England supported the extension of Personal, Social, Health and Economic Education (PSHE) in its December 2011 report to the Minister of Education. Here is an excerpt from that report (p.24) " These subjects would be added to the existing subjects and topics in the Basic Curriculum, including aspects of personal, social, health and economic (PSHE) education. In fulfillment of the educational principles set out in the section on Principles, Executive Summary and in Chapter 1, we welcome the Department’s internal review of PSHE Education.60 We note that, whilst sex education and careers education are statutory requirements within the Basic Curriculum, there are other elements of conventional provision in PSHE (for example topics associated with financial capability) and social and emotional aspects of learning (SEAL) that are not so designated. We believe that continuity in provision for personal and social education is important throughout the stages of schooling. This is foregrounded in the proposed Early Years Foundation Stage (EYFS) framework61 and we believe that this emphasis should be built upon through primary education and beyond.62 Our rationale is implicit in the discussion of Chapter 1 concerning the fundamental educational interaction between subject knowledge and individual development. We recognise that PSHE falls outside of our remit, but have contributed separately to the Department’s internal review of PSHE to ensure our views are considered. In a letter to the review panel, the Minister of Education did not respond to that suggestion while releasing new curriculum plans for maths, science and E

A systematic review of eleven comprehensive physical activity & healthy eating programs in Europe suggests that combining educational and environmental components that focus on both sides of the energy balance give better and more relevant effects. Furthermore, computer-tailored personalized education in the classroom showed better results than a generic classroom curriculum. Environmental interventions might include organized physical activities during breaks, or before and after school; improved availability of physical activity opportunities in and around the school environment; increased physical education lesson time; improved availability or accessibility of healthy food options; and restricted availability and accessibility of unhealthy food options. More high-quality studies are needed to assess obesity-related interventions in Europe. Read more; 

The effectiveness of sexual health education is often debated in regard to whether such can delay the initiation or experimentation of sexual activity. As well, often the media reports the results of studies that report on first sexual intercourse as if this experimentation was ongoing and part of the ongoing behaviour of teens. Two reviews of sexual health education done for the CDC Community Guide review system help to correct those impressions by reporting on the impact of programs on several specific, key behaviours or outcomes. These include current sexual activity; frequency of sexual activity; number of sex partners; frequency of unprotected sexual activity; use of protection (condoms and/or hormonal contraception); pregnancy; and STIs. The results of these meta-analyses for comprehensive risk reduction showed favorable effects for all of the outcomes reviewed. For abstinence education, the meta-analysis showed a small number of studies, with inconsistent findings across studies. Read more..

The Health Council of Canada is mandated to report on progress being made as a result of the 2004 Federal-Provincial Health Care Accord. Its recent 2012 progress report fails to mention anything on the commitments of Canadian governments: "  governments commit to accelerate work on a pan-Canadian Public Health Strategy. For the first time, governments will set goals and targets for improving the health status of Canadians through a collaborative process with experts. The Strategy will include efforts to address common risk factors, such as physical inactivity, and integrated disease strategies. First Ministers commit to working across sectors through initiatives such as Healthy Schools". 

(Excerpt from the 2012 WHO-Europe Report on Health Behaviours of School Children)
There is some evidence to suggest that protective mechanisms and assets offered within the immediate social context of young people’s lives can offset the effect of some structural determinants of health inequalities, including poverty and deprivation (36–38). Understanding how these social environments act as protective and risk factors can therefore support efforts to address health inequalities. Research confirms that young people can accumulate protective factors, increasing the likelihood of coping with adverse
situations even within poorer life circumstances (39). The HBSC study highlights a range of factors associated with these broad social environments that can create opportunities to improve young people’s health.  Read More...