International Inventive Multidisciplinary Journal ISSN 2348-7135

Importance Of School Health Programmes In Schools

Asst .Prof. Shelke Pradip Absaheb Asst .Prof. Sabale Sanjay Dharma
S.N.T. College of Education S.N.T. College of Education Bhor ,pune
Bhor, Pune.

Introduction:

Development of children and quality of their learning depends on a number of factors, including
their own health status. Health promoting behaviour inculcated by the school not only contributes
in physical development and health care of students, its spin-off improves awareness about health
issues among the parents and local community as well. Strong relationship between health of
students and their learning had inspired planners and educators to hundred years ago in developed
countries to launch health related interventions in schools. Gradually, developing countries are
also realizing importance of school health programme for quality education and over health of the
society, and are introducing its various components in their education systems

What is School Health?

All the strategies, activities, and services offered by, in, or in association with schools that are
designed to promote students' physical, emotional, and social development make up a
school's health program.When a school works with students, their families, and their
community to provide these strategies, activities, and services in a coordinated, planned way,
then the term coordinated school health program applies.

Concept of School Health Programme :

Improving the health conditions and process of learning among school children through school-
based health and nutrition programmes is not a new concept. At present, most of the developed
countries have institutionalized school health programmes as an integral part of their education
systems.

School Health Programmes are primarily based on two pertinent premises. Firstly, the relationship
of quality of learning with the health conditions of students, and secondly, responsibility of the
state to facilitate smooth physical and mental growth of children for their future role as productive

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members of the society. A third dimension emphasized in certain situations is the potential
contribution of students in dissemination of health and hygiene education messages to their parents
and community at large. This phenomenon is also termed as child to child, and child to community
transmission of information relating to health care and disease control.

Global experiences link success in school health programme with partnership between various
departments and agencies, including Education, Health, and Environment. Partnership and
networking between relevant departments and agencies provide an opportunity for concerted
action to broaden the scope of school health programmes and make them more effective and
beneficial for the target groups. Effective school health programmes will transform schools into
child-friendly environment, and contribute significantly to the promotion of Education for All and

Why School Health Programme?:

Education sector not only trains or prepares human resources needed for the economy; it also
produces leadership for various spheres of life. The leadership coming out of the educational
institutions influences social and political dynamics in the country. Teachers, professors, and
education managers enjoy respect in the community, and they have the potential to contribute
significantly as catalysts of social change and development.

Basic components or pillars of SHP :

number of factors influence the physical and mental health of school children, and their learningprocess.
These factors include health conditions of the children themselves, physical and socialenvironment in their
school, quality of life of their parents, their own knowledge about health p.romotingpractices, and
availability of health services around them. Modalities and delivery forms of school health
1.School Health Environment.
2.School Health Education.
3.School Health Services.
4.School Nutrition Programme.
5.Family / Community involvement
6.Health Promotion for staff
7.Physical Education
8.Counselling, psychological and Social services

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Comprehensive School Health :

Comprehensive school health is an internationally recognized framework for supporting improvements in

students’ educational outcomes while addressing school health in a planned, integrated and holistic way.

It is not just about what happens in the classroom. Rather, it encompasses the whole school environment
with actions addressing four distinct but inter-related pillars that provide a strong foundation for
comprehensive school health:

 social and physical environment;

 teaching and learning;
 healthy school policy; and
 partnerships and services.

When actions in all four pillars are harmonized, students are supported to realize their full potential as
learners – and as healthy, productive members of society.

Why Do We Need Comprehensive School Health?

Health and education are interdependent: healthy students are better learners, and better-educated
individuals are healthier. Research has shown that comprehensive school health is an effective way to tap
into that linkage, improving both health1 and educational outcomes2 and encouraging healthy behaviours
that last a lifetime. In the classroom, comprehensive school health facilitates improved academic
achievement and can lead to fewer behavioural problems3. In the broader school environment, it helps
students develop the skills they need to be physically and emotionally healthy for life

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Pillars of Comprehensive School Health

When We Say We Mean

The social environment is:

 The quality of the relationships among and between staff and students
in the school.
 The emotional well-being of students. • Influenced by relationships

Social and with families and the wider community.

Physical Environment
The physical environment includes:

 The buildings, grounds, play space, and equipment in and surrounding

the school.
 Basic amenities such as sanitation and air cleanliness.

 Resources, activities and provincial/territorial curriculum where

students gain age-appropriate knowledge and experiences, helping to
Teaching and Learning
build the skills to improve their health and wellbeing.

 Management practices, decision-making processes, rules, procedures

and policies at all levels that promote health and wellbeing, and shape a
Healthy School Policy
respectful, welcoming and caring school environment.

Partnerships are:

 The connections between the school and students’ families.

 Supportive working relationships within schools (staff and students),
between schools, and between schools and other community
organizations and representative groups.
Partnerships and  Health, education and other sectors working together to advance school
Services health.

Services are:

 Community and school based services that support and promote student
and staff health and wellbeing.

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Role of Teacher:

Organization of short courses for training of school teachers in methodologiesfor communication

of key messages on health and population to the students in the classrooms. Training may also
cover basic steps for health screening of students in the absenceof medical staff

1)Screening suspected cases through supervision of the students in the classrooms.

2) Participation in health education program.

3) Supporting mental health promotion.

4) Health educator

Conclusion :

School Health Programmes are very important for student development. According to the World
Health Organization (WHO), research has provided evidencethat effective school health programs
are intense and begin prior to the onset of theriskybehaviors;
and both primary and secondary schools should have a planned, sequenced curriculum.

Reference:

1) Murray, N.D., Low, B.J., Hollis, C., Cross, A. Davis, S. (2007). Coordinated
school health programs and academic achievement: a systematic review of the
literature. Journal of School Health, 77 (9), 589-599.
2) Stewart-Brown, S. (2006). WHO Regional Office for Europe (Health Evidence
Network report; http://www.euro.who.int/document/e88185.pdf, accessed 16 Sep.
2008).
3) Griffiths, W. “Health Education Definitions, Problems, and Philosophies.” Health
Education Monographs, 1972, 31, 12-14.
4) http://en.wikipedia.org/wiki/School_health_education
5) http://nrhm.gov.in/nrhm-components/rmnch-a/adolescent-health/school-health-
programme-shp/background.html

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