Policy & Programme School Health Manuals Heath & Wellness Clubs .

Policy & ProgrammePolicy & Programme

School Health Manuals School Health Manuals

Heath & Wellness ClubsHeath & Wellness Clubswww.schoolofeducators.comwww.schoolofeducators.com

“I have never let my Schooling interfere with my Education”

- Mark Twain

www.schoolofeducators.comwww.schoolofeducators.com

Comprehensive School Health Policy

School health education is comprehensive and meaningful when it-

views health holistically, addressing the inter-relatedness of health problems and the factors that influence health within the context of the human and material environment and other conditions of life.

utilizes all educational opportunities for health: formal and informal, standard and innovative approaches in curriculum and pedagogy.

strives to harmonize health messages from various sources that influence students, including messages from the media, advertising, the community, health and development systems, family and peers and the school.

empowers children and youth, as well as their families to act for healthy living and to promote conditions supportive of health.


What Does This School Health Policy Aim To Do?

The policy aims to: provide an effective guide for school

administrators/educators to assist them in developing Health Promoting Schools.

ensure that school health programmes are based on formally assessed and evidence based practice.

advocate the value of a comprehensive and planned approach to school health through education sector.

encourage partnerships for school health promotion with key stakeholders, viz students, parents, health professionals, teachers and counselors.

The overall objective of the Policy is to equip the educational sector to develop Health Promoting Schools.


Health Promoting SchoolsHealth Promoting Schools

A health promoting school is described as:A health promoting school is described as: One that is constantly strengthening its capacity as One that is constantly strengthening its capacity as

a healthy setting for living, learning and working. a healthy setting for living, learning and working.

It focuses on creating health and presenting It focuses on creating health and presenting important causes of death, disease and disability important causes of death, disease and disability by helping school children, staff, family and by helping school children, staff, family and community to care for themselves. community to care for themselves.

Take informed decisions over circumstances that Take informed decisions over circumstances that affect their health and create conditions that are affect their health and create conditions that are conducive to health. conducive to health. (WHO - 2008)(WHO - 2008)


The School Health Policy aims to:The School Health Policy aims to: Provide an effective guide for school administrators / Provide an effective guide for school administrators /

educators to assist them in developing Health Promoting educators to assist them in developing Health Promoting Schools.Schools.

Ensure that school health programmes are based on Ensure that school health programmes are based on formally assessed and evidence based practiceformally assessed and evidence based practice

Advocate the value of a comprehensive and planned Advocate the value of a comprehensive and planned approach to school health through education sector.approach to school health through education sector.

Encourage partnerships for school health promotion with Encourage partnerships for school health promotion with key stakeholders, viz. students, parents, health key stakeholders, viz. students, parents, health professionals, teachers & counsellors.professionals, teachers & counsellors.


Components of the PolicyComponents of the Policy

A school environment that is safeA school environment that is safe

A sequential health education curriculum A sequential health education curriculum

A sequential physical education curriculumA sequential physical education curriculum

A nutrition services programmeA nutrition services programme

A social health services programmeA social health services programme

A counselling, psychological and social services.A counselling, psychological and social services.

Integrated family and community involvement activities.Integrated family and community involvement activities.

A staff health promotion policy A staff health promotion policy www.schoolofeducators.comwww.schoolofeducators.com

Key messages for Plan of Key messages for Plan of ActionAction

Strategy for Strategy for action at action at national, state, national, state, district and district and community community levellevel

a.a. Form interfaces / Form interfaces / Action groupAction group

b.b. Review current Review current situation for School situation for School Health PolicyHealth Policy

c.c. Plan and implement Plan and implement school health policyschool health policy

d.d. Monitor and evaluate Monitor and evaluate activitiesactivities

e.e. Share experience / Share experience / lessons with otherslessons with otherswww.schoolofeducators.comwww.schoolofeducators.com

Checklist for Situation Analysis of Checklist for Situation Analysis of School HealthSchool Health

What is the status of health education activities What is the status of health education activities in the classroom, school and community?in the classroom, school and community?

Does the school have a clear policy on health Does the school have a clear policy on health promotion, jointly prepared by staff and parents?promotion, jointly prepared by staff and parents?

Is health taught effectively across the curriculumIs health taught effectively across the curriculum

Are the health topics taught at school based on Are the health topics taught at school based on the needs in the community?the needs in the community?


Cont….Cont…. Are teaching methods learner-centred using the Are teaching methods learner-centred using the

environment as well as the school?environment as well as the school?

Are educational materials including visual aids and Are educational materials including visual aids and books available and are they based on health books available and are they based on health topics?topics?

Are the water and sanitation facilities adequate, Are the water and sanitation facilities adequate, clean and well maintained? clean and well maintained?

Is there at least one teacher in the school trained Is there at least one teacher in the school trained to give first aid, detect simple health problems and to give first aid, detect simple health problems and refer children to health services?refer children to health services?


Cont……Cont……

Is there an effective and committed school?Is there an effective and committed school?

Are parents involved in health promotion Are parents involved in health promotion activities in the school?activities in the school?

Are there well developed links with the Are there well developed links with the community and local health workers?community and local health workers?

Do policy makers within health, education and Do policy makers within health, education and other services provide support to school health other services provide support to school health promotion?promotion?


SCHOOL HEALTH & WELLNESSSCHOOL HEALTH & WELLNESSResponsibilities of the schoolResponsibilities of the school

Preparing a comprehensive school health plan Preparing a comprehensive school health plan using eight elements of the coordinated school using eight elements of the coordinated school health programme with input from students and health programme with input from students and their families.their families.

Ensuring that the various components of the Ensuring that the various components of the school health programme are integrated within school health programme are integrated within the basic operations of the school.the basic operations of the school.

Developing procedures to ensure compliance Developing procedures to ensure compliance with school health policies.with school health policies.


Cont….Cont….

Supervising implementation of school health Supervising implementation of school health policies and procedures.policies and procedures.

Negotiating provisions of mutually beneficial Negotiating provisions of mutually beneficial collaborative arrangements with other collaborative arrangements with other agencies, organizations and businesses in agencies, organizations and businesses in the communitythe community

Reporting on programme implementation, Reporting on programme implementation, results and means for improvement regularly.results and means for improvement regularly.


Responsibilities of Responsibilities of teachers/counsellorsteachers/counsellors

Ensuring that the instruction and services provided Ensuring that the instruction and services provided through various components of the school health through various components of the school health programme are mutually reinforcing and present programme are mutually reinforcing and present consistent messagesconsistent messages

Facilitating collaboration among school health Facilitating collaboration among school health programme personnel and between them and other programme personnel and between them and other school staff.school staff.

Assisting the school Principal and other Assisting the school Principal and other administrative staff with the integration, administrative staff with the integration, management and supervision of the school health management and supervision of the school health programme.programme.


Cont…..Cont….. Providing or arranging for necessary technical Providing or arranging for necessary technical

assistanceassistance

Identifying necessary resourcesIdentifying necessary resources

Facilitating collaboration between the school and Facilitating collaboration between the school and other agencies and organizations in the community other agencies and organizations in the community who have an interest in the health and well being of who have an interest in the health and well being of children.children.

Conducting evaluation activities that assess the Conducting evaluation activities that assess the implementation and results of the school health implementation and results of the school health programme.programme.


Monitoring and EvaluationMonitoring and Evaluation Instruction intended to motivate health Instruction intended to motivate health

maintenance and promote wellness and not maintenance and promote wellness and not merely the prevention of disease or disability.merely the prevention of disease or disability.

Activities designed to develop decision making Activities designed to develop decision making competencies related to health and health competencies related to health and health behaviour.behaviour.

A planned, sequential pre-school to end of A planned, sequential pre-school to end of school curriculum based on student needs and school curriculum based on student needs and current and emerging health concepts and current and emerging health concepts and societal issues.societal issues.


Implementation of school health Implementation of school health programmesprogrammes

The three main areas of a health The three main areas of a health promoting school are:promoting school are:

The curriculumThe curriculum

The school ethos (physical and social The school ethos (physical and social environment)environment)

School based health programmes can be School based health programmes can be environment Centred or Child Centred.environment Centred or Child Centred.


Strategies in schools to promote Strategies in schools to promote healthy habitshealthy habits

The mobilization of local resources.The mobilization of local resources.

Ownership of the programme by the schoolOwnership of the programme by the school

Training of teachers and health workers.Training of teachers and health workers.

Participation by parents and the community.Participation by parents and the community.

The shared involvement of Government and NGOs from The shared involvement of Government and NGOs from

health education and other community services.health education and other community services.


Steps in setting up school health Steps in setting up school health programmeprogramme

Establishment of a teamEstablishment of a team

Assessment of school and community Assessment of school and community environment.environment.

Development of a planDevelopment of a plan

Monitoring and evaluationMonitoring and evaluation


Health intervention is accepted and Health intervention is accepted and most effective if :-most effective if :-

It is part of the general educational system.It is part of the general educational system.

Implemented through health care in the school.Implemented through health care in the school.

Supported and developed by families and parent Supported and developed by families and parent groupsgroups

Brought in and through the support of school Brought in and through the support of school counsellors / teachers who recognize that poor social counsellors / teachers who recognize that poor social functioning interferes with learningfunctioning interferes with learning

Brought in through school management or which Brought in through school management or which recognizes that schools are a good setting to foster recognizes that schools are a good setting to foster overall health and wellness among school going overall health and wellness among school going children.children.


Constitution of a Health Club

Principal as Convener. Counselor / Psychologist / P. T Teacher /

Nodal Teacher as Secretary. Student representatives (one boy and one

girl from each level). Identified teachers from each level. Parent for each level (preferably a doctor).


Responsibilities of the Health Club

As an organizer of all health relevant activities (at least 8-10 activities in the year at each level).

As a Resource Centre for the overall well being of students.

To screen, diagnose and impart health counselling services to the students.


Objectives of the Health Club To create Health Cards for each student. To create a health newspaper at least twice a year/poster

competition related to health issues. To conduct surveys on health related concerns. To organize health walks as part of social campaigns. To organize health fairs and immunization projects. To tap the local resources in the community to arrange health

talks. To render service in any area affected by a disaster or a

calamity. To create health help-line within the school to de-stress, cope

with emotional and social behaviour and to clarify misconceptions regarding sexual and reproductive health.

To teach the students techniques of yoga and meditation from an early age .

To inculcate in the students healthy and positive ways of living. Celebration of important days (World Health Day-April 7). Creating awareness regarding World No Tobacco Day (May 31),

World AIDS Day (December 1) etc.www.schoolofeducators.comwww.schoolofeducators.com

Policy – (School Management)Policy – (School Management)

Health & Wellness ClubsHealth & Wellness Clubs

School Health & Wellness ProgrammeSchool Health & Wellness Programme

Implementation throughImplementation through

Health Health EducationEducation

Life SkillsLife Skills AEPAEP

Class IX & XIClass IX & XIRevised Revised Manuals Manuals

(in process)(in process)

Integrated ComponentsIntegrated Components(Eco – Clubs – Peace & Value (Eco – Clubs – Peace & Value Education)Education) Teachers’ Manual - I – VIIITeachers’ Manual - IX

Curriculum PlusCurriculum PlusClasses VI – VIIIClasses VI – VIII

Revised Teachers’ Revised Teachers’ Manual for Class Manual for Class

VI (2008-09)VI (2008-09)

Class 1 – 12Class 1 – 12Vol IVol IVol IIVol IIVol IIIIVol IIIIVol IVVol IV


Health Manuals-Health Manuals- An Overview An OverviewThe Comprehensive School Health Manuals:The Comprehensive School Health Manuals:

Take up the issue of holistic health in school going children Take up the issue of holistic health in school going children which includes physical, mental, emotional and which includes physical, mental, emotional and psychological health.psychological health.

Propose to view health holistically, utilize all educational Propose to view health holistically, utilize all educational opportunities for health promotion including formal and opportunities for health promotion including formal and informal approaches in curriculum pedagogy.informal approaches in curriculum pedagogy.

Emphasise on providing a safe school environmentEmphasise on providing a safe school environment Advocate an activity oriented health education curriculum Advocate an activity oriented health education curriculum

to avoid health-related risk behaviorto avoid health-related risk behavior Emphasise on physical fitness activities and sports in Emphasise on physical fitness activities and sports in

schoolsschools Support providing nutritious snacks in the school canteen, Support providing nutritious snacks in the school canteen, Integration of primary health care services along with Integration of primary health care services along with

family and community activitiesfamily and community activitieswww.schoolofeducators.comwww.schoolofeducators.com

Detailing Manuals….Detailing Manuals….There are four manuals in this package:There are four manuals in this package:

Volume 1-Volume 1-is addressed to all stakeholders is addressed to all stakeholders concerned with school health. concerned with school health.

Volume 2- Volume 2- Teachers Activity Manual which consist Teachers Activity Manual which consist of activities for Primary Level (Classes I-V)of activities for Primary Level (Classes I-V)

Volume 3- Volume 3- is Teacher's Manual for Upper Primary is Teacher's Manual for Upper Primary Level (Classes VI-VIII)Level (Classes VI-VIII)

Volume 4- Volume 4- is Teachers' Manual for Secondary and is Teachers' Manual for Secondary and Senior Secondary Level (Classes IX-XII). Senior Secondary Level (Classes IX-XII).


Themes Covered…Themes Covered…

The activities revolve around six The activities revolve around six different themes different themes ––

Knowing your BodyKnowing your Body Food and NutritionFood and Nutrition Personal and Environmental HygienePersonal and Environmental Hygiene Physical FitnessPhysical Fitness Being Responsible Being Responsible Safe and Behaviour and Life Skills. Safe and Behaviour and Life Skills.


Knowing Your Body…Knowing Your Body…

Knowing Your Body Activities will take the Knowing Your Body Activities will take the child from knowing its body parts and their child from knowing its body parts and their functions to self awareness. Appreciation functions to self awareness. Appreciation of the importance of each body part to of the importance of each body part to heightened understanding of the need for heightened understanding of the need for correct information regarding growing up correct information regarding growing up processes will help in creating a well processes will help in creating a well balanced individual.balanced individual.


Knowing Your Body

Work, Rest and Play Ways we grow and

change•Structure, function, care of body•Concepts of health such as :

•Physical•Mental / Intellectual•Social•Emotional•Spiritual Health

•Importance and value of health

•Growth and development•Stages of life

•Childhood•Puberty•Adolescence•Adulthood•Old age

•Physical exercise•Sleep and rest•Balancing work and leisure•Stress and sickness


Gender is a sociological construct.Gender is a sociological construct. Gender Gender describes whether someone is describes whether someone is

masculine or feminine according to behavioural masculine or feminine according to behavioural differences, for example, how they dress, their differences, for example, how they dress, their work and their designated role in society. These work and their designated role in society. These characteristics are defined by each culture so characteristics are defined by each culture so they can be different in different cultures and they can be different in different cultures and they can change.they can change.

Gender roles are ideas about how men and Gender roles are ideas about how men and women should behave. As gender roles are women should behave. As gender roles are created by society, it is possible to change them.created by society, it is possible to change them.

GenderGender


Key Messages- GenderKey Messages- Gender

No one gender is inferior to the other. No one gender is inferior to the other.

Given a chance both can perform complementary Given a chance both can perform complementary roles.roles.

Different people and cultures have different ideas and Different people and cultures have different ideas and beliefs about gender role and responsibility.beliefs about gender role and responsibility.

No one view point is the absolute truth as they change No one view point is the absolute truth as they change with socio cultural changes. with socio cultural changes.

Learning to tolerate and respect alternate viewpoints Learning to tolerate and respect alternate viewpoints and building a consensus is an important life skill.and building a consensus is an important life skill.


Food And Nutrition…Food And Nutrition…

Food And Nutrition Activities focus on the Food And Nutrition Activities focus on the effect of the right food and nutrition intake effect of the right food and nutrition intake to generate positive energy and influence to generate positive energy and influence learning capacity. Geographical location learning capacity. Geographical location alter or modify nutritional intake. Food can alter or modify nutritional intake. Food can effect energy levels, concentration and effect energy levels, concentration and learning.learning.


Importance of Food

Selection and Preparation of

Food

Nutrition andHealth

•Food groups, food pyramid and food production

•Processed food, artificial food, fresh food (kitchen garden, school garden)

•food quality, food conservation, nutritive value

•Food adulteration

•Eating a wide variety of food•Balanced diet•Food preferences•Safe food preparation and storage•Food preparation for maximum nutrition•Fast food/ junk food•Food hygiene•Food requirement for different age groups

•Good eating habits•Nutritional energy and growth•Malnutrition•Food borne illnesses•Emotions, moods and foods


Personal And Environmental…Personal And Environmental…

Personal And Environmental Hygiene Personal And Environmental Hygiene Activities emphasize on the need to Activities emphasize on the need to ensure that children follow clean and ensure that children follow clean and regular habits regarding bath, bowel regular habits regarding bath, bowel movement, sleep, oral hygiene, nails and movement, sleep, oral hygiene, nails and hair. Once personal hygiene becomes a hair. Once personal hygiene becomes a part of the regular system the child will part of the regular system the child will look forward to having a cleaner look forward to having a cleaner environment. environment.


Personal Hygiene

Environmental Hygiene

Hygiene

•Myself and others•Personal health care, personal hygiene•Self maintenance•Habit formation•Individual differences

•In the domestic environment•In the school environment•In factors affecting wellness•In being aware about sources of disease (communicable and•non-communicable)


Physical Fitness…Physical Fitness…

Physical Fitness Activities will help Physical Fitness Activities will help children to maintain fitness, strengthen children to maintain fitness, strengthen cardiovascular and respiratory system, cardiovascular and respiratory system, keep bones and muscles strong, ease keep bones and muscles strong, ease depression, manage pain and stress and depression, manage pain and stress and above all make one feel alive, vibrant and above all make one feel alive, vibrant and energetic.energetic.


Physical Activity in Schools Every school should have a playground. School should be

penalised if adequate play ground space is not available. Minimum of five periods a week for physical activity need to be

made mandatory. Traditional games like Kho-Kho, Kabbadi, Dances, Yoga and

Aerobics must be promoted in school. Mass PTs should be encouraged in schools. ‘Sports week’ can be conducted twice a year. More emphasis

should be given on being physically active and enjoyment of physical activity

rather than just winning competitions and excelling. Ensure safe cycling and walking pathways to school.


Importance of Physical FitnessImportance of Physical Fitness

Physical Fitness is positive and conducive for: Self esteem Health and wellness Appropriate behaviour Appreciation of ethics and fairplay Interpersonal relationships Intra-personal relationships Coping with stress Coping with emotions


Being Safe And Responsible…Being Safe And Responsible…

Being Safe And Responsible Activities help Being Safe And Responsible Activities help learners to understand the consequences of risk learners to understand the consequences of risk taking behavior and creating a safe environment taking behavior and creating a safe environment for themselves and others. This would lead to a for themselves and others. This would lead to a better quality of personal life and would enhance better quality of personal life and would enhance positive behaviour towards self and positive behaviour towards self and environment. Security and an environment that environment. Security and an environment that is physically and emotionally safe is the need of is physically and emotionally safe is the need of the hour and equipping a child to handle the hour and equipping a child to handle situations that are age appropriate is the task of situations that are age appropriate is the task of the school, family and community.the school, family and community.


Understanding Safety

Creating Safe

Environment

Safety In The Community

Coping With

Emergency

•Concepts of accident, challenge and risk taking behavior which is accident-prone.•Hazards, causal factors, environmental factors, loss of control management.•Accidents, attitudes and human behavior, senses and fear•Play safe, protective behavior

•Handling and lifting household items•Fires and cooking•Handling electricity•Storage of poisons•Child's responsibility at school•Teacher's responsibility•Excursions•Working with machines•In factory, on the building site•In the field

•Safety from fire through fire fighters•Safety on and in the water•Use of protective devices like helmets, seatbelts and protective clothing•Preventive measures against violence•Safety while playing

•One should stay calm and patient and take•appropriate action.•Should be aware about how to handle traumatic conditions.•Should have a sound knowledge about first aid.•Disaster management should be introduced in its practical aspect. Schools should•practice drills at regular intervals.


Behaviour And Life Skills…Behaviour And Life Skills… Behaviour And Life Skills Section focuses on Behaviour And Life Skills Section focuses on

bringing about an awareness and in-depth bringing about an awareness and in-depth understanding of behavioural issues revolving understanding of behavioural issues revolving around a child which will certainly influence his around a child which will certainly influence his or her academic performance and social or her academic performance and social development. The module is an attempt to forge development. The module is an attempt to forge clarity for the teachers to facilitate the child's clarity for the teachers to facilitate the child's learning progress. The objective of the activities learning progress. The objective of the activities is to highlight self management and coping skills is to highlight self management and coping skills within the child which will help him or her within the child which will help him or her emerge as an individual who will be well emerge as an individual who will be well equipped to handle related issues.equipped to handle related issues.


Thinking Skills

Social Skills

•Self Awareness •Creative Thinking •Critical Thinking •Problem Solving•Decision Making

•Communication•Interpersonal Skills•Coping with Stress•Dealing with Emotions•Empathy


Integration of Life Skills The skill of clear, effective verbal and non-verbal self-expression and

listening in culturally appropriate manner. The skills to analyse information in an objective way to challenge cultural

and other norms. The skill needed to internalize knowledge, identify options, select

appropriate responses (even under pressure) in order to take clear-headed, unbiased and constructive action in any given situation.

The skill involved in clearly identifying, analysing and describing a problem. The skill to examine critically and to determine the essential features of a

situation or matter so that clear exposition and understanding is resolved. The skill of working or acting together or jointly to meet a situation or solve a

problem. The skill of organizing, arranging and designing a scheme of action to

undertake a project or solve a problem. At some point of time the learner is going to make a personal decision at the

level of thought, attitude, claimed point of view or course of action, regarding their lifestyle and health. There is a need to ensure that she/ he makes an informed choice.

It involves recognizing and dealing appropriately with emotions within ourselves and others.

The learner should be able to handle stress of various types that arise in life.


FACILITATORFACILITATOR

ProficientIn

content HasInterpersonal

Skills

Willing toBe

challenged

Communicate aSense of

Self confidence

Creativity

Communicate Sense of

Responsiveness

Communicate Sense of

Enthusiasm

Able to Encourage

FACILITATOR


Qualities of an Effective FacilitatorQualities of an Effective Facilitator Positive regard or respect for people.Positive regard or respect for people.

Open, non-judgmental and high level of Open, non-judgmental and high level of acceptance.acceptance.

Caring and empathetic.Caring and empathetic.

Self-aware and self-disciplined.Self-aware and self-disciplined.

Knowledgeable/informed about subject and Knowledgeable/informed about subject and awareness of resources available within the awareness of resources available within the community.community.

Culturally sensitive and Respects Values.Culturally sensitive and Respects Values. Patient and a good listener.Patient and a good listener. Proficient in Nonverbal communicationProficient in Nonverbal communication Objective and having clarity of purpose.Objective and having clarity of purpose.


Facilitation v/s TeachingFacilitation v/s TeachingFacilitationFacilitation TeachingTeaching

Paradoxes are appreciated.Paradoxes are appreciated. There is no place for paradoxes.There is no place for paradoxes.

Learning is totally participatory.Learning is totally participatory. Learning is mostly controlled.Learning is mostly controlled.

Empathy is the keyEmpathy is the key No scope for EmpathyNo scope for Empathy

Experiences of participants valued.Experiences of participants valued. Experiences of participants , at most valued for introduction Experiences of participants , at most valued for introduction of the topic.of the topic.

Contents undergo adjustments & Contents undergo adjustments & sometimes change with the sometimes change with the spontaneity of the moment.spontaneity of the moment.

Content rigid.Content rigid.

The facilitator states his assumptions The facilitator states his assumptions and let the participants debate.and let the participants debate.

The course of action is fixed.The course of action is fixed.

Facilitator one of the participantsFacilitator one of the participants Teacher - superior .Teacher - superior .

Facilitator discovers self as much as Facilitator discovers self as much as the participant.the participant.

Participants persona is not important.Participants persona is not important.

Learning takes place in circles & Learning takes place in circles & straight lines.straight lines.

Learning is unidirectional.Learning is unidirectional.

Participant encouraged & respected.Participant encouraged & respected. No scope for such a thing.No scope for such a thing.

Experiences of participants valued.Experiences of participants valued. Experiences of participants , at most valued for introduction Experiences of participants , at most valued for introduction of the topic.of the topic.


Thank you……..Thank you……..www.schoolofeducators.comwww.schoolofeducators.com

Policy & Programme School Health Manuals Heath & Wellness Clubs .

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