The Evolution of School Feeding Programs: From Education to Economic Development

3/25/2014

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(An item from the ISHN Member information service)  In 2013, up to $75 billion dollars was invested by the governments of 169 countries into school feeding programmes. It is estimated that for every $1 spent feeding school children, $3 are generated for the local economy. On January 22, a special meeting of global leaders in school feeding met in the UK parliament to discuss how governments are increasingly using school feeding programmes as a means to both improve educational outcomes and at the same time improve agricultural economies. The real impact that a successful HGSF programme can have was provided by keynote speaker, H.E Raul Argebesola, Governor of Osun State in Nigeria who said that since the launch of his State’s school meals programme (known as O’Meals) which feeds over 250,000 children every school day, enrolment has increased by 24%. The O’Meals programme provides employment to over 3,000 women and purchases food from over 1000 local farmers. Key resources published as part of this parliamentary event include: Rethinking school feeding executive summary, State of School Feeding Worldwide 2013 and a HGSF Working Paper Series #1
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Accumulated Adversity, Reslience and Schools

10/28/2013

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(An item from the ISHN Member information service)  We have noted several recent articles in several journals discussing how adversity in childhood "acculmulates" within those children and gradually shows up in various risk behaviours and conditions. A special issue containing several articles in Issue #5, 2013 of School Psychology International follows this trend and examines adversity, protection, and resilience.The articles all support the idea of formulating an international research agenda on how to improve child protection and nurture resilience among these children and youth.  Read more>>
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Schools in Overview of Disaster Preparedness, Costs Calculations

12/7/2012

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(An item from ISHN Member information service) An article in Issue #4, 2012 of Disaster provides an excellent overview of the costs, cost effectiveness and cost-benefits of disaster preparedness. Schools are part of the discussion. The article notes that "Some 60,000 people worldwide die annually in natural disasters, mostly due to the collapse of buildings in earthquakes, and primarily in the developing world. This is despite the fact that engineering solutions exist that can eliminate almost completely the risk of such deaths". The solutions are expensive and technically demanding, so their cost–benefit ratio often is unfavourable as compared to other interventions. Nonetheless, there are various public disaster risk reduction interventions that are highly cost-effective. That such interventions frequently remain unimplemented or ineffectively executed points to a role for issues of political economy. The article goes on to examine the cost-benefits of retrofitting or building safer schools and even compares those strategies with simpler and less expensive ways to save lives such as malaria control, sanitation and other public health interventions.  For the full text of the article, read more 

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School Responses to Disasters, Crises

10/30/2012

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(From UCLA School Mental Health Project) Crisis, emergency, disaster, catastrophe, tragedy, trauma --all are words heard too frequently at schools today. Almost every school has had a major crisis; every school is likely to have one. Besides natural disasters such as earthquakes and fires, students experience violence and death related to the suicide of friends, gang activity, snipers, hostage-taking, and rape. Some students react with severe emotional responses -- fear, grief, post traumatic stress syndrome. Moreover, such experiences and other events that threaten
their sense of worth and well-being can produce the type of intense personal turmoil that leads students to think about hurting themselves or others. School-based crisis intervention,
which refers to a range of responses schools can plan and implement in response to crisis events and reactions. All school-based and school-linked staff can play an important
role in crisis intervention. The UCLA School Mental Health Project has prepared a set of resources to guide schools. Read More
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The School`s Role In Disasters: Stories from Asia

9/20/2012

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(An item from ISHN Member information service)  Two articles in Issue #4, 2012 of Asia-Pacific Journal of Public Health offer insights into the role that schools can play in emergency preparedness and response. One article reports on the recent disaster in Japan, with the authors noting that Children and adolescents younger than 19 years accounted for 6.5% of the deaths, and there were 229 survivors younger than 18 years who lost both their parents in the disaster and 1295 who lost one of their parents. The long-term psychological effects on children and adolescents remain uncertain``.In ghe second article, the authors note that trained school teachers were among an effective group of temporary mental health workers. A total of 299 adults participated in the crisis intervention program, with follow-up assessments being made 4 to 6 weeks later. At the follow-up assessment, 1% of the victims had a problem and they were then referred for further medical assessment. This indicates that the intervention program in the first 2 weeks after the tsunami disaster with referrals to medical services may have helped stabilize the victims. Read more..
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