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. 2010 Jul-Aug;101 Suppl 2(Suppl 2):S5-8.
doi: 10.1007/BF03405617.

Comprehensive school health in Canada

[Article in English, French]
Paul J Veugelers  1 , Margaret E Schwartz
Affiliations

Comprehensive school health in Canada

[Article in English, French]
Paul J Veugelers et al. Can J Public Health. 2010 Jul-Aug.

Abstract
in English, French, French

The Canadian education system is among the best in the world academically. In contrast, students' (children and youth) eating and activity levels are so poor that they have led to prevalence rates of overweight that are among the highest in the world. Given the enormous public health burden associated with poor nutrition and physical inactivity, Canada needs to address this health risk. Comprehensive school health (CSH) is a promising approach to promoting healthy eating and active living (HEAL). This article provides a review of CSH and discusses its four essential elements: 1) teaching and learning; 2) social and physical environments; 3) healthy school policy; and 4) partnerships and services. It also provides a common understanding of the implementation and broader benefits of CSH, which, in addition to health, include student learning and self-esteem. The article further discusses some complexities of a rigorous evaluation of CSH, which comprises proof of implementation, impact and positive outcome. Though such an evaluation has yet to be conducted, some studies did confirm successful implementation, and another study observed positive outcomes. Rigorous evaluation is urgently needed to provide a stronger evidence base of the benefits of CSH for learning, self-esteem and disease prevention. This evidence is essential to justify devoting more school time to promote HEAL and more resources to implement and support CSH to the benefit of both learning and health.

The Canadian education system is among the best in the world academically. In contrast, students’ (children and youth) eating and activity levels are so poor that they have led to prevalence rates of overweight that are among the highest in the world. Given the enormous public health burden associated with poor nutrition and physical inactivity, Canada needs to address this health risk. Comprehensive school health (CSH) is a promising approach to promoting healthy eating and active living (HEAL). This article provides a review of CSH and discusses its four essential elements: 1) teaching and learning; 2) social and physical environments; 3) healthy school policy; and 4) partnerships and services. It also provides a common understanding of the implementation and broader benefits of CSH, which, in addition to health, include student learning and self-esteem. The article further discusses some complexities of a rigorous evaluation of CSH, which comprises proof of implementation, impact and positive outcome. Though such an evaluation has yet to be conducted, some studies did confirm successful implementation, and another study observed positive outcomes. Rigorous evaluation is urgently needed to provide a stronger evidence base of the benefits of CSH for learning, self-esteem and disease prevention. This evidence is essential to justify devoting more school time to promote HEAL and more resources to implement and support CSH to the benefit of both learning and health.

Le système d’éducation canadien figure parmi les meilleurs au monde sur le plan scolaire. Par contre, la mauvaise alimentation et le niveau insuffisant d’activité observés chez les élèves (enfants et jeunes) ont entraîné une des prévalences les plus élevées au monde d’excès de poids. Compte tenu de l’énorme fardeau de la mauvaise alimentation et de l’inactivité physique sur la santé publique, le Canada doit combattre ces risques pour la santé. L’Approche globale de la santé en milieu scolaire (AGSS) est une stratégie prometteuse qui vise à promouvoir la saine alimentation et la vie active. Le présent article fournit un aperçu de l’AGSS en expliquant ses quatre composantes essentielles: 1) enseignement et apprentissage, 2) environnement social et physique, 3) politiques de santé dans les écoles, et 4) partenariats et services. Il fournit également des explications générales sur la mise en œuvre et les avantages globaux de l’AGSS, une approche qui vise à favoriser non seulement la santé, mais aussi l’estime de soi et l’apprentissage des élèves. Cet article traite plus en détail de certains problèmes résultant de l’absence d’évaluation rigoureuse de la mise en œuvre, de l’impact et des résultats positifs de l’AGSS. Bien qu’une telle évaluation n’ait pas encore été effectuée, certaines études ont confirmé la réussite de la mise en œuvre de l’AGSS, tandis qu’une autre a révélé ses résultats positifs. Une évaluation rigoureuse s’impose de toute urgence pour obtenir des données probantes solides quant aux avantages de l’AGSS en matière d’apprentissage, d’estime de soi et de prévention des maladies. De tels fondements scientifiques s’avèrent en effet essentiels à la justification du temps additionnel consacré à la promotion de la saine alimentation et de la vie active dans les écoles et à l’attribution des ressources nécessaires à la mise en œuvre et au soutien de l’AGSS dans le but de favoriser à la fois l’apprentissage et la santé.

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References

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