It is health that is real wealth and not pieces of gold and silver.
-Mahatma Gandhi
-Mahatma Gandhi
Promoting Healthy, Active, Sustainable Schools in Manitoba
The physical and mental health of both student and staff in schools is a current topic of debate in the Province of Manitoba. The local government has dedicated resources and provided information about several criteria that work to promote positive physical and mental health. According to the ParticipACTION report card for the entire country of Canada, decreased physical activity, mental health issues, sleep deprivation, and increased exposure to screen time are detrimental to the overall health of young children (ParticipACTION Report Card, 2016). According to the Hearth and Stroke Foundation, research demonstrates the existence of a relationship between increased sedentary time and decreased fitness with measurable increases in obesity, weak academic performance, and aggression (Heart and Stroke Foundation, 2013).These are clear issues that need to be addressed on several levels both within the schools and the home life experienced by students. Within the school where I am currently teaching, I believe that we are on a positive track towards promoting solutions capable of addressing a majority of the issues surrounding poor physical and mental health.
The physical activity experienced by students both in school and in their home lives is lacking and has become an increasing concern. Distractions such as television, Internet based entertainment, and social media have resulted in a steady increase of screen time well above the recommended two hour per day guideline (American Academy of Pediatrics, 2016). This trend has been increasing in America at such an alarming rate that tools such as the AAP Media Plan have been developed to assist parents in building a plan for limiting screen time in order to promote both physical and mental health for their young children (AAP Media Plan, American Academy of Pediatrics). A similar study took place in Canada which has generated a report revealing that the sedentary lifestyle of elementary aged students has seen a defined growth. The factor that has been shown to contribute the most to this growth is an increase in screen time with average daily figures extending past the four hour mark (Leatherdale, 2010). Students are electing to sacrifice quality physical activity during the lunch hour in the form of intramural sports and after school in order to remain connected to their screens. To combat this trend, implementation of a comprehensive school health (CSH) models has demonstrated positive results both in school and outside of the traditional school day. With statistics that show 6–20% of students participate in the recommended daily 60 minutes of physical activity and a growing child obesity rate in excess of 20–40% an effective plan needed to be implemented that would counter the growing trends (Vander Ploeg et al., 2014). The Alberta Project Promoting Active Living and Eating (APPLE) in schools is the comprehensive school health model that demonstrated success in promoting health strategies.
The physical activity experienced by students both in school and in their home lives is lacking and has become an increasing concern. Distractions such as television, Internet based entertainment, and social media have resulted in a steady increase of screen time well above the recommended two hour per day guideline (American Academy of Pediatrics, 2016). This trend has been increasing in America at such an alarming rate that tools such as the AAP Media Plan have been developed to assist parents in building a plan for limiting screen time in order to promote both physical and mental health for their young children (AAP Media Plan, American Academy of Pediatrics). A similar study took place in Canada which has generated a report revealing that the sedentary lifestyle of elementary aged students has seen a defined growth. The factor that has been shown to contribute the most to this growth is an increase in screen time with average daily figures extending past the four hour mark (Leatherdale, 2010). Students are electing to sacrifice quality physical activity during the lunch hour in the form of intramural sports and after school in order to remain connected to their screens. To combat this trend, implementation of a comprehensive school health (CSH) models has demonstrated positive results both in school and outside of the traditional school day. With statistics that show 6–20% of students participate in the recommended daily 60 minutes of physical activity and a growing child obesity rate in excess of 20–40% an effective plan needed to be implemented that would counter the growing trends (Vander Ploeg et al., 2014). The Alberta Project Promoting Active Living and Eating (APPLE) in schools is the comprehensive school health model that demonstrated success in promoting health strategies.
The APPLE model has been noticed here in the Province of Manitoba and has been adopted by my school division. During the 2016-2017 school year, The Seven Oaks School Division continued to pilot a comprehensive school health model based on the successes of APPLE in four elementary and middle years schools (2016-2017 Divisional Plan, 2016). This new CSH model follows a previous pilot program called “Healthy Buddies” which was also implemented in a select few schools located within the division. The “Healthy Buddies” pilot program was promoted through the Manitoba Healthy Schools initiative and existed in some form in all of the school divisions located within greater Winnipeg. The aim of the new pilot project is to promote health, nutrition, and fitness at the pilot schools with the plan to implement the strategy division wide in the near future. The CSH model being adopted by The Seven Oaks School Division falls in line with the recommendations set forth by the Government of Manitoba in the guidelines for adopting or becoming a healthy school. On the Manitoba Healthy School Website, there are suggestions that healthy school initiatives are more successful if they involve everyone including school leaders, students, families, staff and the whole school community (Manitoba Healthy Schools). The suggestions outlined by the Manitoba Healthy School initiative reinforce outcomes that are currently implemented in the Manitoba Physical Education and Health curriculums. Both the Manitoba curriculum and the Manitoba Healthy School recommendations are promoted within the healthy school initiatives currently being piloted by Seven Oaks. The overall goal is to see effective increases in student health and physical activity similar to results experienced by the APPLE model of CSH implemented in the Province of Alberta. One study of the APPLE program in Alberta yielded compelling evidence that the implementation of this form of a CSH model is an effective approach for the promotion of physical activity in youth that can provide positive results (Vander Ploeg et al., 2014).
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APPLE School CHS Model Project in Alberta |
Physical Education for Positive Physical and Mental Health
Reflecting on the current state of observable student health within my school I personally can see a positive trend regarding initiatives that promote both physical and mental health. As I have mentioned many times before, my school division promotes an inclusive safe learning environment and takes student mental health very seriously. This mandate has filtered down to the schools and is observed at all levels of education. Topics such as equity, health and fitness, and building community are outlined in annual school division plans (2016-2017 Divisional Plan, 2016). I have queried members of our physical education program on some of the current initiatives to promote student fitness. I was able to gain a sufficient picture of the current state of our student physical and mental health strategies. It is important to note that many concerns surrounding a lack of physical education and proper mental health strategies are addressed as outcomes within the physical education curriculum for the Province of Manitoba. One of the key factors in promoting physical activity outside of the regular school day is access to facilities and after school physical programming. Connections to afterschool physical education programs and activities have proven positive impacts on the social and emotional development of young students along with stronger academic performance and overall physical health (Little et al., 2008). The physical education program at my school has put measures in place to increase accessibility to resources and programming outside the regular school day. The following is a list of the core initiatives they have implemented to promote physical activity and student health.
- School based athletic teams that cover a wide array of sports at all levels
- A state of the art school fitness room that is accessible outside the regular school day hours.
- Fitness Clubs
- Intramural programming available during lunch hours
- Access to fitness facilities during the summer months.
- Emphasis on outdoor activities whenever possible.
Healthy Foods
Healthy living and healthy foods are addressed within the physical education curriculum in my Province. At my school I have observed many attempts to promote healthy food consumption and strategies to remove certain temptations. Sugars, or more specifically sugar based drinks, have detrimental effects towards student health. The Manitoba School Nutrition Handbook puts a significant focus on the negative impacts resulting from excessive ingestion of sugar by young students. Suggestions for an acceptable amount of sugar intake are listed along with the potential effects towards physical health as a result of overconsumption of sugar based foods (Manitoba School Nutrition Handbook). In addition, The Manitoba School Nutrition Handbook has outlined a need to limit items such as fried foods and foods with high levels of saturated fats. Some actions I have observed surrounding the promotion of healthy foods are as follows
- Limited access to sugar based drinks. They are still present in the form of teas and fruit juices.
- Healthy alternatives such as fruits, salads, sandwiches and wraps are available at the cafeteria
- Emphasis on school fundraisers that promote the sale of vegetables and healthy food alternatives.
- School based garden that promotes food education and healthy living.
Supports for Mental Health
One in five children in Canada under the age of eighteen has suffered at least one mental health related problem or illness (Canadian Pediatric Society, 2009). Student mental health is a priority within my school and my school division. We have many services in place to help assist students when a crisis may arise in their lives. Furthermore, there is a solid initiative to promote strong mental health and safety in the form of prescribed curriculum built into course materials, peer advocacy groups, student support networks, and access to established and recognized counselling services. The following is a list of observed supports available to the students at my school.
- Curriculum designed to educate and promote positive mental health in several core classes
- Strong team of guidance counsellors accessible by all students.
- After school support programs that offer a place for peer support and counseling
- Student support services in the form of The Wayfinders program.
- Student based clubs that offer a safe place for all
- Onsite AFM (Addiction Foundation of Manitoba) counselor that works with students who may be at risk of addiction
Sustainable Initiatives and Final Thoughts
I have previously mentioned several of the initiatives designed to promote sustainability within my school while completing earlier assignments. I believe that we are on a good path for success with respect to highlighting issues surrounding sustainability. Several educators at my school have begun to highlight areas that can be used to support healthy living and promote physical and mental health in the lives of both students and staff. Although, we don’t demonstrate a whole school approach in methods it is clear that pockets of activity and groups of educators are forming to observe sustainable initiatives. Some of our more obvious initiatives are as follows
Overall, I believe that as a school, we are well on our way towards developing supports that recognize the need for effective physical and mental health. Our physical education department has implemented strategies for health and fitness that fall in line with the recommendations of the Manitoba Healthy Schools initiative. Physical education is viewed as an important factor that contributes to student health and success. Positive mental health is also viewed as an important requirement for students and the concept is supported by the school by creating safe places and offering student resources that are accessible to all. Although not perfect, our healthy foods initiatives do work towards offering students healthier food alternatives. As a school we have observed many successes in the area of healthy living but I believe we still have some work left to do.
- Initiatives that promote outdoor education
- Adoption and exploration of Indigenous perspectives with respect to nature and the environment.
- Increase development in school based gardening and the development of green spaces
- Recycling programs for plastics, metals, paper, and compostable foods.
- Community outreach initiatives for charity organizations and sustainable initiatives
Overall, I believe that as a school, we are well on our way towards developing supports that recognize the need for effective physical and mental health. Our physical education department has implemented strategies for health and fitness that fall in line with the recommendations of the Manitoba Healthy Schools initiative. Physical education is viewed as an important factor that contributes to student health and success. Positive mental health is also viewed as an important requirement for students and the concept is supported by the school by creating safe places and offering student resources that are accessible to all. Although not perfect, our healthy foods initiatives do work towards offering students healthier food alternatives. As a school we have observed many successes in the area of healthy living but I believe we still have some work left to do.
References:
2016-2017 Divisional Plan (2016), Seven Oaks School Division. Retrieved from https://www.7oaks.org/Documents/2016-2017%20Divisional%20Plan%20September%202016.pdf
American Academy of Pediatrics (2016). American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. Retrieved from https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx
Canadian Pediatric Society (2009). Are we doing enough? A status report on Canadian public policy and child and youth health. Ottawa, ON. Retrieved from http://www.cps.ca/uploads/advocacy/StatusReport2009.pdf
Family Media Plan. American Academy of Pediatrics. Retrieved from https://www.healthychildren.org/English/media/Pages/default.aspx#wizard
Heart and Stroke Foundation (2013). Schools and Physical Activity. Retrieved from http://www.heartandstroke.ca/-/media/pdf-files/canada/2017-position-statements/schoolsand-physical-activity-ps-eng.ashx?la=en
Joint Consortium for School Health (JCSH). What is Comprehensive School Health? Retrieved from http://www.gov.mb.ca/healthyschools/docs/csh-eng-2012.pdf
Leatherdale, Scott T., et al (2010). School and Student Characteristics Associated With Screen-Time Sedentary Behavior Among Students in Grades 5-8, Ontario, Canada, 2007-2008. Preventing Chronic Disease - Public Health Research, Practise, and Policy. Vol. 7, No. 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995602/pdf/pcd76A128.pdf
Little, Priscilla M. D., Christopher B. Wilmer, and Heather B. Weiss (2008). Afterschool Programs Make a Difference: Findings from the Harvard Family Research Project. SEDL Letter Vol. XX, No. 2, August 2008, Afterschool, Family, and Community. Retrieved from http://www.sedl.org/pubs/sedl-letter/v20n02/afterschool_findings.html
Manitoba Healthy Schools. Government of Manitoba. Retrieved from http://www.gov.mb.ca/healthyschools/index.html
Manitoba School Nutrition Handbook. Retrieved from https://www.gov.mb.ca/healthyschools/foodinschools/documents/handbook.pdf
ParticipACTION Report Card (2016). Report Card on Physical Activity for Children and Youth. Retrieved from https://www.participaction.com/sites/default/files/downloads/2016-06-16%20EN%20Highlight%20-%20FINAL%20DESIGN%20-%20singles.pdf
Physical & Health Education Canada. Retrieved from http://www.phecanada.ca/
Vander Ploeg, Kerry A., Jonathan McGavock, Katerina Maximova, Paul J. Veugelers (2014). School-Based Health Promotion and Physical Activity During and After School Hours. Pediatrics, February 2014, Vol. 133, Issue 2. Retrieved from http://pediatrics.aappublications.org/content/133/2/e371
Image Sources:
https://albertamilk.com/wp-content/uploads/2017/03/Eat-a-Variety-of-Healthy-Foods.jpg
http://pcwallart.com/wheat-field-harvest-wallpaper-3.html
http://i.huffpost.com/gen/3158784/images/o-KIDS-PLAYING-facebook.jpg
http://cdn.pcwallart.com/images/wheat-field-harvest-wallpaper-4.jpg
American Academy of Pediatrics (2016). American Academy of Pediatrics Announces New Recommendations for Children’s Media Use. Retrieved from https://www.aap.org/en-us/about-the-aap/aap-press-room/pages/american-academy-of-pediatrics-announces-new-recommendations-for-childrens-media-use.aspx
Canadian Pediatric Society (2009). Are we doing enough? A status report on Canadian public policy and child and youth health. Ottawa, ON. Retrieved from http://www.cps.ca/uploads/advocacy/StatusReport2009.pdf
Family Media Plan. American Academy of Pediatrics. Retrieved from https://www.healthychildren.org/English/media/Pages/default.aspx#wizard
Heart and Stroke Foundation (2013). Schools and Physical Activity. Retrieved from http://www.heartandstroke.ca/-/media/pdf-files/canada/2017-position-statements/schoolsand-physical-activity-ps-eng.ashx?la=en
Joint Consortium for School Health (JCSH). What is Comprehensive School Health? Retrieved from http://www.gov.mb.ca/healthyschools/docs/csh-eng-2012.pdf
Leatherdale, Scott T., et al (2010). School and Student Characteristics Associated With Screen-Time Sedentary Behavior Among Students in Grades 5-8, Ontario, Canada, 2007-2008. Preventing Chronic Disease - Public Health Research, Practise, and Policy. Vol. 7, No. 6. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2995602/pdf/pcd76A128.pdf
Little, Priscilla M. D., Christopher B. Wilmer, and Heather B. Weiss (2008). Afterschool Programs Make a Difference: Findings from the Harvard Family Research Project. SEDL Letter Vol. XX, No. 2, August 2008, Afterschool, Family, and Community. Retrieved from http://www.sedl.org/pubs/sedl-letter/v20n02/afterschool_findings.html
Manitoba Healthy Schools. Government of Manitoba. Retrieved from http://www.gov.mb.ca/healthyschools/index.html
Manitoba School Nutrition Handbook. Retrieved from https://www.gov.mb.ca/healthyschools/foodinschools/documents/handbook.pdf
ParticipACTION Report Card (2016). Report Card on Physical Activity for Children and Youth. Retrieved from https://www.participaction.com/sites/default/files/downloads/2016-06-16%20EN%20Highlight%20-%20FINAL%20DESIGN%20-%20singles.pdf
Physical & Health Education Canada. Retrieved from http://www.phecanada.ca/
Vander Ploeg, Kerry A., Jonathan McGavock, Katerina Maximova, Paul J. Veugelers (2014). School-Based Health Promotion and Physical Activity During and After School Hours. Pediatrics, February 2014, Vol. 133, Issue 2. Retrieved from http://pediatrics.aappublications.org/content/133/2/e371
Image Sources:
https://albertamilk.com/wp-content/uploads/2017/03/Eat-a-Variety-of-Healthy-Foods.jpg
http://pcwallart.com/wheat-field-harvest-wallpaper-3.html
http://i.huffpost.com/gen/3158784/images/o-KIDS-PLAYING-facebook.jpg
http://cdn.pcwallart.com/images/wheat-field-harvest-wallpaper-4.jpg