Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature

Murray, Nancy; Low, Barbara; Hollis, Christine; Cross, Alan; Davis, Sally

doi:10.1111/j.1746-1561.2007.00238.x

Cited by 194 publications

(192 citation statements)

References 38 publications

Supporting

Mentioning

175

Contrasting

Unclassified

Order By: Relevance

“…www.erudit.org | 37 introduction La collaboration Communauté-École à partir de l'élève L'implantation du Programme de formation de l' école québécoise constitue une tentative d' effectuer un virage socio-constructiviste dans la façon de concevoir l' éducation au Québec (Lenoir, Larose, Lessard, 2005). Cette évolution fondamentale sur le plan épistémologique (au moins en principe) est également soutenue par des configurations sociales appelant la modification même de la mission de l' école, dont on lui demande de plus en plus de jouer un rôle accru en matière de socialisation (Lenoir, 2010) ou d' éducation à la santé (Murray et al, 2007), par exemple. En fait, l' école est de plus en plus considérée comme un lieu privilégié et efficace pour atteindre les jeunes à propos d' objets historiquement peu ou pas scolaires (World Health Organization, 2003).…”

Section: Résumé De L'articleunclassified

La compétence à lire et acter les finalités effectives de l’école dans un dispositif partenarial École-Communauté comme condition de réalisation de l’intervention socio-éducative

Couturier

Lefèbvre

Bilodeau³

et al. 2013

phro

View full text Add to dashboard Cite

Cet article porte sur une initiative de collaboration École-Communauté dans le contexte montréalais. L’initiative Un milieu ouvert sur ses écoles (MOÉ) présente toutes les caractéristiques d’une action à base communautaire reprenant, selon une composition cependant fort particulière, l’ensemble des ingrédients connus d’une collaboration École-Communauté efficiente. Nous montrerons dans cet article en quoi cette composition produit par petites touches une innovation, dont l’essence s’exprime tout entière par le renversement symbolique énoncé dans le nom même de l’initiative, soit le fait que ce soit la communauté qui s’ouvre à l’école, et non le contraire, comme c’est très souvent le cas. Les résultats que nous présentons découlent d’une analyse qualitative réalisée sur un corpus de données documentaires, d’entrevues et de notes d’observation visant à modéliser la pratique professionnelle qui incarne le plus concrètement l’intervention de MOÉ, soit celle des intervenants communautaires scolaires (ICS).This article focuses on a collaborative school-community in the city of Montreal. The initiative An open its middle schools (EOM) has all the characteristics of a community-based work resuming, according to a very particular composition, however, all known efficient collaboration School-Community ingredients. We show in this paper how this product innovation by small touches composition, which is expressed by the whole gas contained in the very name of the initiative symbolic reversal, is the fact that it is the community that s opener at school, and not the contrary, as is often the case. The results we present the result of a qualitative analysis carried out on a corpus of documentary, interviews and observation notes to model professional practice which embodies the practical intervention EOM, that of community stakeholders school (ICS)

show abstract

Section: Résumé De L'articleunclassified

La compétence à lire et acter les finalités effectives de l’école dans un dispositif partenarial École-Communauté comme condition de réalisation de l’intervention socio-éducative

Couturier

Lefèbvre

Bilodeau³

et al. 2013

phro

View full text Add to dashboard Cite

show abstract

“…A literature review conducted by the Division of Adolescent and School Health of the Centers for Disease Control and Prevention identified school-based health promotional interventions that not only improved health attitudes and behaviors but also improved academic performance. 43 A New York comparison study revealed that students in schools with SBHCs had greater satisfaction with their learning environment, compared with students in schools without SBHCs. 44 Thus, in addition to addressing health promotion by using Bright Futures guidelines for health examinations, SBHCs are increasingly using small group, classroom, and schoolwide evidence-based curricula and interventions to better reach Bright Futures goals for health.…”

Section: The Role Of the Sbhc In Increasing Access To Health Carementioning

confidence: 99%

School-Based Health Centers and Pediatric Practice

2012

Pediatrics

View full text Add to dashboard Cite

School-based health centers (SBHCs) have become an important method of health care delivery for the youth of our nation. Although they only represent 1 aspect of a coordinated school health program approach, SBHCs have provided access to health care services for youth confronted with age, financial, cultural, and geographic barriers. A fundamental principle of SBHCs is to create an environment of service coordination and collaboration that addresses the health needs and well-being of youth with health disparities or poor access to health care services. Some pediatricians have concerns that these centers are in conflict with the primary care provider' s medical home. This policy provides an overview of SBHCs and some of their documented benefits, addresses the issue of potential conflict with the medical home, and provides recommendations that support the integration and coordination of SBHCs and the pediatric medical home practice. Pediatrics 2012;129:387-393 BACKGROUNDAccording to the most recent national census of school-based health centers (SBHCs) conducted by the National Assembly on School-Based Health Care, 1 almost 2000 SBHCs are operating in 48 states and territories of the United States, with 57% located in urban communities, 16% in suburban communities, and 27% in rural communities. Approximately 33% of SBHCs are located in high schools, 24% are located in elementary or middle schools, and 43% are located in alternative schools or schools with a combination of grade levels. As SBHCs become more prevalent, pediatricians and other health care providers should be familiar with the role of SBHCs in providing primary care and preventive services to school-aged youth. In addition, it is critical that health care providers working in SBHCs are aware of the importance of supporting the medical home and coordinating care with other primary care providers in the community.The provision of health services in schools is not a new concept; rather, it was pioneered by pediatric and nursing health professionals to address common pediatric health challenges.2,3 Schools already provide several critical health services, including triage and management of medical emergencies; medication delivery; services for youth with special health care needs; referral of common health problems, such as injury, asthma, and behavioral and emotional difficulties; and health screenings (such as vision and hearing screenings). [4][5][6][7] SBHCs are an expansion of these school health services. SBHCs evolved during the 1970s and 1980s and were promoted by the Robert Wood Johnson Foundation, which continues its support by funding The Center for COUNCIL ON SCHOOL HEALTH KEY WORDS school-based health centers, school health services, medical home ABBREVIATIONS SBHCs-school-based health centersThis document is copyrighted and is property of the American Academy of Pediatrics and its Board of Directors. All authors have filed conflict of interest statements with the American Academy of Pediatrics. Any conflicts have been resolved thro...

show abstract

“…In a recent literature review Murray et al [18] reported findings of 17 coordinated school health programs on academic achievement and concluded that there is little but promising evidence (e.g. a positive effect in low income asthmatic children and a lack of negative effects).…”

Section: Introductionmentioning

confidence: 99%

Health Promotion in Primary Schools- Evaluation of Side-Effects on Cognitive and Academic Performance in a Randomized Trial

Wirt¹,

Wartha²,

Steinacker³

2017

Int J Sch Cog Psychol

View full text Add to dashboard Cite

Coordinated School Health Programs and Academic Achievement: A Systematic Review of the Literature

Abstract: BACKGROUND: Few evaluations of school health programs measure academic

Cited by 194 publications

References 38 publications

La compétence à lire et acter les finalités effectives de l’école dans un dispositif partenarial École-Communauté comme condition de réalisation de l’intervention socio-éducative

La compétence à lire et acter les finalités effectives de l’école dans un dispositif partenarial École-Communauté comme condition de réalisation de l’intervention socio-éducative

School-Based Health Centers and Pediatric Practice

Health Promotion in Primary Schools- Evaluation of Side-Effects on Cognitive and Academic Performance in a Randomized Trial

Contact Info

Product

Resources

About