Pediatrics, Penn State College of Medicine, Hershey, PA.
Public Health Sciences, Penn State College of Medicine, Hershey, PA.
J Sch Health. 2024 Mar;94(3):235-242. doi: 10.1111/josh.13324. Epub 2023 Mar 16.
The whole school, whole community, whole child (WSCC) model suggests wellness councils, ongoing review of wellness policy, and a plan for evaluating set objectives are some of the key features needed to support school wellness infrastructure. This study explored the relationship between implementation of these infrastructure features and overall school wellness environment assessment scores among a sampling of Pennsylvania schools.
The Healthy Champions program provides Pennsylvania schools an opportunity to self-assess their wellness environments across several school wellness topics. Staff enrolled their school in the program by completing a self-report electronic assessment. Enrollment data from the 2020/2021 program year were analyzed using the Kruskal-Wallis test and linear fixed model to identify the impact of varied implementation levels across 3 wellness infrastructure activities. Interactions between these variables and overall assessment score were also analyzed.
Of the 645 Pennsylvania schools enrolled and analyzed, we observed higher mean wellness environment assessment scores (∆ 0.74 95% CI 0.40-1.07; p < 0.001) among schools that reported some frequency of all 3 wellness infrastructure activities, compared to schools that reported no frequency for the activities.
Schools with existing policies and practices related to the 3 wellness infrastructure activities should consider the degree of implementation to best support overall wellness in their school setting. Additional research to explore implementation barriers and supports is needed.
Analyses indicated that overall wellness environment assessment scores are impacted by implementation thresholds for wellness council meeting frequency, revision of wellness policy, and review of student health promotion objectives.
全员参与、全面覆盖、全程管理（WSCC）模式表明，健康理事会、持续审查健康政策以及评估既定目标的计划是支持学校健康基础设施所需的一些关键特征。本研究探讨了宾夕法尼亚州部分学校实施这些基础设施特征与整体学校健康环境评估得分之间的关系。
“健康冠军”计划为宾夕法尼亚州的学校提供了一个机会，让他们可以根据几个学校健康主题来自我评估他们的健康环境。工作人员通过完成自我报告的电子评估来为学校报名参加该计划。使用 Kruskal-Wallis 检验和线性固定模型分析 2020/2021 学年的入学数据，以确定 3 项健康基础设施活动的不同实施水平对整体评估得分的影响。还分析了这些变量与整体评估得分之间的相互作用。
在参与和分析的 645 所宾夕法尼亚州学校中，与报告没有活动频率的学校相比，报告所有 3 项健康基础设施活动有一定频率的学校，其健康环境评估得分更高（∆0.74 95%CI 0.40-1.07；p<0.001）。
有与 3 项健康基础设施活动相关的现有政策和实践的学校应考虑实施程度，以在其学校环境中最好地支持整体健康。需要进一步研究以探索实施障碍和支持。
分析表明，健康理事会会议频率、健康政策修订和审查学生健康促进目标的实施门槛对整体健康环境评估得分有影响。
