School Health Policy Opportunities to Nurture Healthier Students Who Are Ready to Learn.
Children's health and educational outcomes are interconnected, and unmet health needs affect youths' readiness to learn. Comprehensive school health (CSH) systems are designed to promote academic success and well-being for all youth. State and local health and education leaders benefit from guidance on how to build, fund, and sustain effective CSH systems to support the whole child.
In this article, we offer core areas for CSH policy development with recommendations for enhancing the quality and scale of CSH systems.
Several key policy opportunities and strategies aligned with core features of a CSH are identified, including (1) adoption of a CSH framework, (2) enhancement of cross-sector coordination and collaboration, (3) use of standardized metrics to enhance CSH system quality, (4) engagement of youth and families in system building, (5) use of innovative strategies to enhance workforce capacity and development, and (6) establishment of a strategic funding plan.
State and local health and education departments are challenged to act upon key policy opportunities to build, fund, and sustain CSH systems to promote student success, health, and well-being.
In this article, we offer core areas for CSH policy development with recommendations for enhancing the quality and scale of CSH systems.
Several key policy opportunities and strategies aligned with core features of a CSH are identified, including (1) adoption of a CSH framework, (2) enhancement of cross-sector coordination and collaboration, (3) use of standardized metrics to enhance CSH system quality, (4) engagement of youth and families in system building, (5) use of innovative strategies to enhance workforce capacity and development, and (6) establishment of a strategic funding plan.
State and local health and education departments are challenged to act upon key policy opportunities to build, fund, and sustain CSH systems to promote student success, health, and well-being.