WSCC 2.2
Audio Transcript Auto-generated
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health and well being have long been kept separate
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from education and learning in our Children's lives.
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These components both have large impact on individuals and society.
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When health and education collaborate, they thrive off each other.
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There is no better location for this collaboration than in schools.
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The C. D. C. And A S C. D.
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Recognized this and developed the whole school, whole community,
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whole child or a whisk model.
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This
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model combines and builds on past models,
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such as the coordinated school health model
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and whole child initiative.
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When developing the whisk model,
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leaders put emphasis on integration and
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collaboration between education and well being.
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This new emphasis expanded the school's components to 10 items.
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The first school component, health education
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allows students to gain the knowledge and skills needed to make healthy choices.
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This is provided by qualified teachers.
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Physical education and physical activity helps students to develop motor skills,
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knowledge and behavior
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nutrition environment and services refers to school nutrition services
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providing opportunities to learn about and practice healthy eating
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health services,
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gives emergency care to schoolchildren along
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with assessment of chronic conditions,
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counseling, psychological and social services
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includes prevention and intervention services
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that support the mental behavioral social and emotional health of students.
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Social and emotional climate refers the need of a positive school climate.
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The school climate impacts student engagement in school activities,
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relationships with other students, staff,
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families and community health and growth
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and academic performance.
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Physical environment refers to the maintenance
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of a safe physical school environment,
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employee wellness fosters the physical and mental health of school staff,
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healthy employees are more productive and present
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family engagement involves the family and school staff
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working together to support student health and learning.
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Lastly,
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community involvement refers to the mutual sharing of resources
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and support between community groups and businesses and schools.
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These 10 components highlight the psychosocial physical environment and
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expanded roles of families and communities in schools.
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The inclusion of the outer community ring in the West model
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outlines that school staff and students are part of the local community.
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Schools are a reflection of their communities,
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successive one is closely tied to success of the other.
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In the model stretches place on the coordination of school policies,
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processes and practices.
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The coordination ring depicts the importance of roll
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the aged day compliance with these elements
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being consistent in compliance is necessary to reach the goal of optimum
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student health and learning.
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All of these components surround the five youth tenants.
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Lieutenants ensure that each child is healthy, safe engaged,
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supported and challenge
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each student enters school healthy.
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It learns about practices a healthy lifestyle.
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Each student learns in an environment that is
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physically and emotionally safe for students and adults.
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Each student is actively engaged in learning and
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is connected to the school and broader community.
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Each student has access to personalized learning
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and is supported by qualified caring adults.
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Each student is challenged academically and is prepared for
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success in college or further study and for employment.
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Finally, the whisk model brings the ultimate focus to the center.
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The child,
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the child gains a lot from this model.
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They are able to learn and prosper in a safe school environment.
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Knowledge gained as a result of whisk has lifelong benefits.
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The whole school, whole community,
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whole child models ensures a collaborative approach between well
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being and education for every child and every school,
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and every community
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implementation of this model creates an environment of student
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success in areas of both health and learning.