Whole School, Whole Community, Whole Child—Calling School Nurses to Action

Abstract

The Whole School, Whole Community, Whole Child model released in 2015 as a collaboration between associations focuses renewed attention on the importance of improved physical, emotional, and social health to student learning. The model replaces and expands upon the Coordinated School Health Model that has been widely implemented in schools since the late 1980s. NASN celebrates this new model and calls school nurses to action in advocating for the implementation of this model in their communities. This article not only introduces this new model to school nurses but shares examples of school nurse advocacy initiatives.

Bullying Victimization Type and Feeling Unsafe in Middle School

“…With the continued promotion of the whole school, whole community, whole child model, the isolation of physical, social–emotional, and mental health continues to lessen (Galemore, Bowlen, Combre, Ondeck, & Porter, 2016; Lewallen, Hunt, Potts-Datema, Zaza, & Giles, 2015). This impacts all student services professionals, but particularly school nurses through their interactions with students that cover all potential health concerns.…”

Advocacy and Legislative Engagement

“…Policy development is an arduous process, and if nurses want the desired outcomes for students and families, they must be an active part of the process. This involves not only voting but being part of the policy conversation in terms of contacting legislators through phone calls, emails, letters, visits, and joining a professional association (Galemore, Bowlen, Combe, Ondeck, & Porter, 2016). The following section outlines some strategies to make your first legislative appointment a successful and positive experience.…”