The Role of Schools in Alleviating Social and Economic Disadvantage: Students In Low Income Communities Within High Income Countries Howell Wechsler, Ed.D.,

The Role of Schools in Alleviating Social and Economic Disadvantage:

Students In Low Income CommunitiesWithin High Income Countries



Howell Wechsler, Ed.D., MPH

Diane Allensworth, PhD

Carolyn Fisher, Ed.D.




"The findings and conclusions in this presentation are those of the authors and do not necessarily represent the views of the CDC/the Agency for Toxic Substances and Disease Registry.“ (CS111689)

Overview

Background: Health and education disparities in the U.S.

7 school health strategies for alleviating social and economic disadvantage

Background: Health and education disparities in the U.S.

7 school health strategies for alleviating social and economic disadvantage

Two Overarching Goals Increase quality and

years of healthy life Eliminate health

disparities

Two Overarching Goals Increase quality and

years of healthy life Eliminate health

disparities

Health disparities are the differences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the United States

Health disparities are the differences in the incidence, prevalence, mortality, and burden of diseases and other adverse health conditions that exist among specific population groups in the United States Poor / low socio-economic (SES) populations Minority populations

• African American• Hispanic• Native American• Asian

Poor / low socio-economic (SES) populations Minority populations

• African American• Hispanic• Native American• Asian

Percentage of U.S. Children Under 18 Living in Poverty by Racial/Ethnic Group, 2004

Source: U.S. Bureau of the Census. Income, Poverty, and Health Insurance Coverage in the U.S.: 2004. Report P60, no. 229, Table B-2.

11

3329

18

0

5

10

15

20

25

30

35

All White Non-Hispanic Black Non-Hispanic Hispanic

Compared with All U.S. Children, Poor Childrenin U.S. Are More Likely to:

Have poor health and chronic health conditions1

Be born premature and at a low birth weight.2-3

Suffer from mental health conditions, such as personality disorders and depression.2-3

Have behavioral problems such as increased aggression and emotional problems.4-5

Engage in risky health-related behaviors, such as smoking and early initiation of sexual activity.2-3

1- Bradley RH & Corwyn RF. Ann Rev Psych 2002;53:371-99.2- Haveman R et al. Childhood Poverty and Adolescent Schooling and Fertility Outcomes. In Duncan GJ and Brooks-

Gunn J (eds) Consequences of Growing Up Poor: Russell Sage, 1997.3- Brooks-Gunn J and Duncan GJ. The Effects of Poverty on Children. Future of Children, Child and Poverty, 1997;7(2).4- Huffman LC et al. Risk Factors for Academic and Behavioral Problems at the Beginning of School. The Child and

Mental Health Foundation Agencies Network, 2000.5- Child Trends, 2002. Children in Poverty: Trends, Consequences, and Policy Options.

Have poor health and chronic health conditions1

Be born premature and at a low birth weight.2-3

Suffer from mental health conditions, such as personality disorders and depression.2-3

Have behavioral problems such as increased aggression and emotional problems.4-5

Engage in risky health-related behaviors, such as smoking and early initiation of sexual activity.2-3

1- Bradley RH & Corwyn RF. Ann Rev Psych 2002;53:371-99.2- Haveman R et al. Childhood Poverty and Adolescent Schooling and Fertility Outcomes. In Duncan GJ and Brooks-

Gunn J (eds) Consequences of Growing Up Poor: Russell Sage, 1997.3- Brooks-Gunn J and Duncan GJ. The Effects of Poverty on Children. Future of Children, Child and Poverty, 1997;7(2).4- Huffman LC et al. Risk Factors for Academic and Behavioral Problems at the Beginning of School. The Child and

Mental Health Foundation Agencies Network, 2000.5- Child Trends, 2002. Children in Poverty: Trends, Consequences, and Policy Options.

Percentage of Children in U.S. Facing Social Hardships by Poverty Status

Mother HS dropout --------------------------Single parent ---------------------------------------Teen parent -------------------------Poor neighborhood -------------------3 or more siblings --------------------Few children books --------------------------- in house

0 10 20 30 40 50------ Poor Children _____ Non-poor children

Duncan GJ and Magnuson KA. Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps. Future of Children. 2005; 15 (1), 35-54.

Mother HS dropout --------------------------Single parent ---------------------------------------Teen parent -------------------------Poor neighborhood -------------------3 or more siblings --------------------Few children books --------------------------- in house

0 10 20 30 40 50------ Poor Children _____ Non-poor children

Duncan GJ and Magnuson KA. Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps. Future of Children. 2005; 15 (1), 35-54.

Fair or Poor Health, by Race/Ethnicity and Income, 2001

Data: National Center for Health Statistics, National Health Interview Survey.Source: Health, United States, 2003, Table 57.

19%

9%

27%

9%

6%

19%

0%

30%

< 100% of Poverty

200% + of Poverty

Perc

ent w

ith fa

ir or

poo

r hea

lth

White (Non-Latino)

Latino African American

(Non-Latino)

White (Non-Latino)

Latino African American

(Non-Latino)

Compared with White Non-Hispanic Youth in U.S., Black Non-Hispanic and Hispanic Youth Have:

Higher all-cause death rates Higher death rates from homicide Higher rates of teen pregnancy and STDs Higher prevalence of overweight and type 2

diabetes Higher prevalence of untreated dental caries

Higher all-cause death rates Higher death rates from homicide Higher rates of teen pregnancy and STDs Higher prevalence of overweight and type 2

diabetes Higher prevalence of untreated dental caries

White % Black % Hispanic %Mother HS dropout 7 18 15Single parent 15 50 24Teen parent 10 22 19Low quality neighborhood 5 23 213 or more siblings 11 21 18Few children books 2 20 29

Source: Duncan GJ and Magnuson KA. Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps. Future of Children. 2005; 15 (1), 35-54.

White % Black % Hispanic %Mother HS dropout 7 18 15Single parent 15 50 24Teen parent 10 22 19Low quality neighborhood 5 23 213 or more siblings 11 21 18Few children books 2 20 29

Source: Duncan GJ and Magnuson KA. Can Family Socioeconomic Resources Account for Racial and Ethnic Test Score Gaps. Future of Children. 2005; 15 (1), 35-54.

Percentage of Children in U.S. Facing Social Hardships by Racial / Ethnic Group

Percentage of High School Students Who Had Sexual Risk Behaviors, by Race / Ethnicity,* 2005

* B > H > WSource: National Youth Risk Behavior Survey, 2005

16.511.4

28.2

15.9

4.0 7.3

0

25

50

75

100

White Black Hispanic White Black Hispanic

Perc

ent

Had First Sexual Intercourse Before Age 13 Years

Had First Sexual Intercourse Before Age 13 Years

Had Sexual Intercourse with >4 Persons During Their LifeHad Sexual Intercourse with >4 Persons During Their Life

Percentage of High School Students Who Actually Attempted Suicide,* by Sex and Race/Ethnicity,** 2005

* One or more times during the 12 months preceding the survey; ** Females: H > W, B; Males: H > WSource: CDC, National Youth Risk Behavior Survey, 2005

1015

5 5 88 9

0

25

50

75

100

Total White Black Hispanic White Black Hispanic

Perc

ent

Females Males

Disparities in Health Care Access Among U.S. Adolescents by Racial /Ethnic Group

Whites Blacks Hispanics

No Health Care Visit in>1 Year 9% 14% 23%

No Mental Health Care Last Year* 29% 47% 53%

No Preventive Dental Care Visit Last Year 29% 30% 47%

*Even though reported mild-severe emotional/behavioral problemsSource: Fox et al. Racial and Ethnic Disparities in Adolescent Health and access to care. Fact Sheet for the Advancement of Adolescent Health, In Center Strategies. No. 1, January 2007.

Causes of Health Disparities Societal Factors:

• Poverty• Educational inequalities

Environmental Factors:• Poor physical and social environment • Community norms unsupportive of protective behaviors

Individual/Behavioral Factors:• Individual lifestyle • Language barriers

Medical Care Factors:• Lack of access to preventative care and quality care • Lack of cultural competence of providers

Societal Factors:• Poverty• Educational inequalities

Environmental Factors:• Poor physical and social environment • Community norms unsupportive of protective behaviors

Individual/Behavioral Factors:• Individual lifestyle • Language barriers

Medical Care Factors:• Lack of access to preventative care and quality care • Lack of cultural competence of providers

Percentage of U.S. Population Age 25 and Above Who Reported Being in Excellent or Very Good Health,

by Educational Attainment and Family Income, 2001

Percentage of U.S. Population Age 25 and Above Who Reported Being in Excellent or Very Good Health,

by Educational Attainment and Family Income, 2001

Note: Includes those who responded “excellent” or “very good” on a scale of “excellent,” “very good,” “good,” “fair,” and “poor.” Source: US, DHHS, CDC, Control, National Center for Health Statistics, National Health Interview Survey, 2001, previously unpublished tabulation (Oct. 2003).

0

25

50

75

100

< High School High school diplomaor equivalent

Some college Bachelor's degree orhigher

Per

cent

75,000+55,000-74,99935,000-54,99920,000-34,999<20,000

Family IncomeFamily Income

Healthy People 2010 Objective 7-1: Increase High School Completion

Dropping out of school before high school graduation is associated with:• substance abuse• delinquency• intentional and unintentional injury• unintended pregnancy • poor long-term health

Dropping out of school before high school graduation is associated with:• substance abuse• delinquency• intentional and unintentional injury• unintended pregnancy • poor long-term health

Performance on National Reading Test, 4th Grade, by Family Income, 2003

56

25

29

34

15

41

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Poor Not Poor

Below Basic Basic Prof/Adv

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

Performance on National Reading Test, 4th Grade, by Race, Ethnicity, 2003

61 57 53

26 31

27 29 31

35 32

12 14 16

39 37

0%

25%

50%

75%

100%

Black Latino Native White Asian

Below Basic Basic Prof/AdvSource: USDOE, NCES, National Assessment of Educational Progress (NAEP)

Educational Attainment Among Native Born U.S. Young Adults, Ages 24-26

0

5

10

15

20

25

30

35

< High School Grad College Grad

White Non-Hispanic Black Non-Hispanic Hispanics

Source: Original analysis by Child Trends of 2001 Current Population Survey Data. Wald M and Martinez T. Connected by 25: Improving the Life Chances of the Country’s Most Vulnerable 14-24 Year Olds. Stanford University; William and Flora Hewlett Foundation Working Paper. November, 2003.

Causes of the Education Achievement Gap

Poverty Poor health Lack of early-childhood instruction Attending high poverty schools

• Inequitable education resources• Lack of credentialed/experienced teachers• Curricular deficiencies

Poverty Poor health Lack of early-childhood instruction Attending high poverty schools

• Inequitable education resources• Lack of credentialed/experienced teachers• Curricular deficiencies

Positive Effects of Participation in Early Childhood Development Programs Such as Head Start

Less likely to be retained in grade and placed in special education

Higher scores on standardized achievement tests Improved high school graduation rates Decreased teen pregnancy Decreased delinquency Higher rates of employment and home ownership

Less likely to be retained in grade and placed in special education

Higher scores on standardized achievement tests Improved high school graduation rates Decreased teen pregnancy Decreased delinquency Higher rates of employment and home ownership

Source: The effectiveness of early child development programs: A systematic review. Am J Prev Med, Vol. 24, No.3S

Participation in Early Childhood Education in the U.S.

In 2005, 47% of 3- to 5-year-olds living below the poverty threshold participated in center-based, early childhood care and education programs, compared with 60% of 3- to 5-year olds living above the poverty threshold.

In 2001, only 28% of children living in neighborhoods with high concentrations of child poverty participated in a Head Start Program.

In 2005, 47% of 3- to 5-year-olds living below the poverty threshold participated in center-based, early childhood care and education programs, compared with 60% of 3- to 5-year olds living above the poverty threshold.

In 2001, only 28% of children living in neighborhoods with high concentrations of child poverty participated in a Head Start Program.

Source: www.childtrendsdatabank.org/indicators

Funding Gaps Between High- and Low-Poverty Districts Per Student in U.S.

and Sample U.S. States, 2001-2002

U.S. $ 868

Illinois: $2,026

New York: $2,040

Pennsylvania: $ 882

Virginia: $1,105

U.S. $ 868

Illinois: $2,026

New York: $2,040

Pennsylvania: $ 882

Virginia: $1,105

Source: The Funding Gap 2004, available at www.edtrust.org

Percentage of Inexperienced* Teachers in Schools with High and Low Enrollment of Poor

and Minority Students in U.S.

20%

11%

21%

10%

0%

25%

Per

cent

of T

each

ers

Who

Are

Inex

perie

nced

High-poverty schools Low-poverty schools High-minority schools Low-minority schools

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.*Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles.

Percentage of Out-of-Field* Teachers in Schools with High and Low Enrollment of Poor

and Minority Students in U.S.

34%

19%

29%

21%

0%

50%

Perc

ent o

f Cla

sses

High-poverty schools Low-poverty schools High-minority schools Low-minority schools

*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

STRATEGY 1: Support Efforts to Reduce the Educational

Achievement Gap

STRATEGY 1: Support Efforts to Reduce the Educational

Achievement Gap

North Carolina – 4th Grade Math Black-White Gap Narrows by 18 Points

63

79

88

8794 95

0

20

40

60

80

100

1998 1999 2000 2001 2002 2003 2004

Perc

ent A

t or A

bove

Lev

e 3

BlackWhite

Source: North Carolina Department of Public Instruction, http://www.dpi.state.nc.us/

National 4th Grade Reading Test Scores Among All Students in U.S., and Low-income Black

Students in U.S. and Delaware

170

190

210

230

1998 2002 2003

Scal

e Sc

ores

DE Low-Income Blacks Nation Low-income Blacks Nation All

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP)

What Can Make the Difference?

High-quality early childhood education

Rigorous, challenging curricula for all

Equitable distribution of funding and teacher talent

High-quality early childhood education

Rigorous, challenging curricula for all

Equitable distribution of funding and teacher talent

STRATEGY 2: Implement Effective School Health Programs

STRATEGY 2: Implement Effective School Health Programs

Percentage of U.S. High School Students Getting Mostly A’s or Mostly B’s and Mostly D’s or F’s*Who Engage in Selected Health Risk Behaviors

30.7

11.212.9

39.439.7

15.7

41.2

20.8

45.8

66.966.1

34.7

0

25

50

75

100

Weapon carried inpast 30 days

Cigarette use(current)

Alcohol use(current)

Ever had sex Fasted to controlweight

Insufficient physicalactivity in past 7

days

% o

f stu

dent

s

Mostly A's or Mostly B's Mostly D's or F's

Source: Unpublished analyses of CDC, National Youth Risk Behavior Survey, 2003

*As reported by students

The 8 Components of a Coordinated School Health Program

Healthy and Safe School Environment


HealthPromotion

for Staff

HealthPromotion

for Staff

Physical EducationPhysical EducationHealth EducationHealth Education

Health ServicesHealth Services

Counseling, Psychological, and

Social Services


Social Services

NutritionServicesNutritionServices

Family and Community Involvement


School Health Interventions and Academic Achievement

Physical Education (Project Spark, Sallis et al. 1999)• Higher reading scores on the Metropolitan Achievement Test • Program did not interfere with academic achievement

Nutrition Services (School Breakfast Program, Meyers et al.1989, Murphy et al.1998)• Improved academic achievement outcomes• Increased math grades• Decreased absences and tardy rates

Physical Education (Project Spark, Sallis et al. 1999)• Higher reading scores on the Metropolitan Achievement Test • Program did not interfere with academic achievement

Nutrition Services (School Breakfast Program, Meyers et al.1989, Murphy et al.1998)• Improved academic achievement outcomes• Increased math grades• Decreased absences and tardy rates

School Health Interventions and Academic Achievement

Addressing multiple CSHP components

Family Community Involvement, Health Education, and Healthy School Environment (Seattle Social Development Project, O’Donnell et al. 1995, Hawkins et al. 1999)• Improved achievement test scores and grades for boys, not for girls• Follow-up study showed better school achievement by grade 12

and greater commitment and attachment to school Health Education and Family and Community

Involvement (Asthma Self-management Program, Evans et al. 1987)• Improved academic grades

Family Community Involvement, Health Education, and Healthy School Environment (Seattle Social Development Project, O’Donnell et al. 1995, Hawkins et al. 1999)• Improved achievement test scores and grades for boys, not for girls• Follow-up study showed better school achievement by grade 12

and greater commitment and attachment to school Health Education and Family and Community

Involvement (Asthma Self-management Program, Evans et al. 1987)• Improved academic grades

35

Making the Connection: Health

and Student Achievement

www.thesociety.org

Society of State Directors of Health, Physical Education and Recreation (SSDHPER)

© 2002 Association of State and Territorial Health Officials (ASTHO) and the Society of State Directors of Health, Physical Education and Recreation (SSDHPER)

Association of State andTerritorial Health Officials (ASTHO)

STRATEGY 3: Promote Collaboration Across the Health and

Education Sectors

STRATEGY 3: Promote Collaboration Across the Health and

Education Sectors

CDC Funds State Education Agencies to Partner with State Health Departments in Helping Schools

Implement CSHP and Prevent Chronic Disease Risks

Professional Development for State Agencies by State Agency Health and Education

Professionals with a Focus on Collaboration

National Association of Chronic Disease Directors Directors of Health Promotion and Education Society of State Directors of Health, Physical

Education, and Recreation

National Association of Chronic Disease Directors Directors of Health Promotion and Education Society of State Directors of Health, Physical

Education, and Recreation

To advance the understanding and implementation of CSHPs within schoolsTo advance the understanding and implementation of CSHPs within schools

How Schools Work and How to Work with Schools

How education works at the school, district, state, and national levels

Practical tips for how to work with educators, administrators, and policymakers

www.nasbe.org

How education works at the school, district, state, and national levels

Practical tips for how to work with educators, administrators, and policymakers

www.nasbe.org

Coming Soon How Health Departments Work and How to Work with Health Departments by the National Association of Chronic Disease Directors

Coming Soon How Health Departments Work and How to Work with Health Departments by the National Association of Chronic Disease Directors

STRATEGY 4: Promote a Coordinated

Approach to School Health

STRATEGY 4: Promote a Coordinated

Approach to School Health

Source: Talking About Health is Academic, 1999

The 8 Components of a Coordinated School Health Program



HealthPromotion

for Staff

HealthPromotion

for Staff

Physical EducationPhysical EducationHealth EducationHealth Education

Health ServicesHealth Services


Social Services


Social Services

NutritionServicesNutritionServices



A Coordinated School Health ProgramEmphasizes…

Working with school staff, families, students, and community partners to identify local priorities and implement local solutions for health improvement

A rigorous approach that builds on accurate data and sound science

A systematic approach to planning that aims to eliminate gaps and redundancies

A focus on professional development for staff and institutionalizing sustainable changes in systems

Working with school staff, families, students, and community partners to identify local priorities and implement local solutions for health improvement

A rigorous approach that builds on accurate data and sound science

A systematic approach to planning that aims to eliminate gaps and redundancies

A focus on professional development for staff and institutionalizing sustainable changes in systems

Racial and Ethnic Approaches to Community Health (REACH) Health Priority Areas and Populations

Priority Areas: Infant Mortality Breast and Cervical Cancer

Screening and Management Cardiovascular Diseases Diabetes HIV/AIDS Immunizations

Priority Areas: Infant Mortality Breast and Cervical Cancer

Screening and Management Cardiovascular Diseases Diabetes HIV/AIDS Immunizations

Populations: African American Alaska Native American Indian Asian American Hispanic American Pacific Islander

Populations: African American Alaska Native American Indian Asian American Hispanic American Pacific Islander

What Are REACH Communities Doing?

Empowering community members to seek better health Bridging gaps between the health care system and

community Changing social and physical environments to overcome

barriers to good health Implementing strategies that fit unique social, political,

economic, and cultural circumstances Moving beyond individuals to community and systems

change

Empowering community members to seek better health Bridging gaps between the health care system and

community Changing social and physical environments to overcome

barriers to good health Implementing strategies that fit unique social, political,

economic, and cultural circumstances Moving beyond individuals to community and systems

change

Health Outcomes in REACH Communities:American Indians with High Blood Pressure

Currently on Medication

60

62

64

66

68

70

72

74

76

78

2001 2002 2003 2004

Per

cent

(%)

AI, Nation Total, Nation AI, REACH

* Data from REACH 2010 communities that focus on Cardiovascular Disease/Diabetes. BRFSS = Behavioral Risk Factor Surveillance System

Health Outcomes in REACH Communities: Smoking Prevalence Among Asian Men,

2002-2006*

0

10

20

30

40

50

2002 2003 2004 2005 2006

Year

Per

cent

Asian Men, REACH All Men, Nation

* Data from REACH 2010 communities that focus on Cardiovascular Disease/Diabetes

REACH U.S.: Some of the Keys to Success for Addressing Racial and Ethnic Health Disparities

Build a culture of collaboration with a collective outlook

Give communities knowledge and tools needed to create change

Assess and focus on the underlying causes of poor health

Motivate communities to mobilize and organize existing resources

Enlist organizations whose primary mission is not related to health

Make changes to organizations, community environments, and policies that will help to ensure that health improvements are long-lasting and programs are self-sustaining

Build a culture of collaboration with a collective outlook

Give communities knowledge and tools needed to create change

Assess and focus on the underlying causes of poor health

Motivate communities to mobilize and organize existing resources

Enlist organizations whose primary mission is not related to health

Make changes to organizations, community environments, and policies that will help to ensure that health improvements are long-lasting and programs are self-sustaining

http://www.cdc.gov/nccdphp/publications/aag/reach.htmhttp://www.cdc.gov/nccdphp/publications/aag/reach.htm

STRATEGY 5:Address Root Causes

STRATEGY 5:Address Root Causes

…Such as School Connectedness…Such as School Connectedness

Definition of School Connectedness

School Connectedness (n.)

The belief by students that adults and peers in the school care about their learning as well as about them as individuals.

School Connectedness (n.)

The belief by students that adults and peers in the school care about their learning as well as about them as individuals.

Operationalizing School Connectedness

Adult support: The extent to which students’ perceive that adults in the school care about them.

Belonging to positive peer groups: The extent to which students’ perceive that they are a part of a peer group that supports pro-social behaviors.

Commitment to education: The extent to which students perceive that adults and other students are invested in learning and involved in school.

School Environment: The school’s physical surroundings and the psychosocial culture and climate encourage a sense of safety. This includes the school’s values, practices, and organizational systems.

Adult support: The extent to which students’ perceive that adults in the school care about them.

Belonging to positive peer groups: The extent to which students’ perceive that they are a part of a peer group that supports pro-social behaviors.

Commitment to education: The extent to which students perceive that adults and other students are invested in learning and involved in school.

School Environment: The school’s physical surroundings and the psychosocial culture and climate encourage a sense of safety. This includes the school’s values, practices, and organizational systems.

Adolescents who feel connected to school have better academic outcomes…

Adolescents who feel connected to school have better academic outcomes…

Better school attendance Higher academic performance Higher school completion rates

Better school attendance Higher academic performance Higher school completion rates

…and better health outcomes

Adolescents who feel connected to school are less likely to Exhibit disruptive or violent behavior Carry or use a weapon Engage in early-age sexual intercourse Consider or attempt suicide Experiment with illegal

substances or drink to the point of getting drunk

Smoke cigarettes Be emotionally distressed

Adolescents who feel connected to school are less likely to Exhibit disruptive or violent behavior Carry or use a weapon Engage in early-age sexual intercourse Consider or attempt suicide Experiment with illegal

substances or drink to the point of getting drunk

Smoke cigarettes Be emotionally distressed

Strategies for Increasing School Connectedness

Create administrative and organizational structures that facilitate academic achievement, family and community engagement, and staff empowerment.

Promote an atmosphere that encouragesopen communication, positive norms, and respect for individual differences.

Provide education and opportunities to enable families to be actively involved in their child’s academic and school life.

Create administrative and organizational structures that facilitate academic achievement, family and community engagement, and staff empowerment.

Promote an atmosphere that encouragesopen communication, positive norms, and respect for individual differences.

Provide education and opportunities to enable families to be actively involved in their child’s academic and school life.

Strategies for Increasing School Connectedness

Provide students with the cognitive, emotional, and social skills necessary to be actively engaged in school.

Provide professional development and support for teachers to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents.

Use effective classroom management and teaching methods to foster a positive learning environment.

Create trusting and caring relationships among administrators, teachers, staff, students, families, and communities.

Provide students with the cognitive, emotional, and social skills necessary to be actively engaged in school.

Provide professional development and support for teachers to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents.

Use effective classroom management and teaching methods to foster a positive learning environment.

Create trusting and caring relationships among administrators, teachers, staff, students, families, and communities.

STRATEGY 6:Implement Effective

Out-of-School Time Programs

STRATEGY 6:Implement Effective

Out-of-School Time Programs

Out-of-School Time Programs and Activities Can Foster…

Increased academic achievement Increased school attendance Increased enjoyment and effort in school Better student behavior and work habits Stronger relationships with adults Increased feelings of personal efficacy Higher educational aspirations

Increased academic achievement Increased school attendance Increased enjoyment and effort in school Better student behavior and work habits Stronger relationships with adults Increased feelings of personal efficacy Higher educational aspirations

Source: Scott-Little C et al. Evaluations of after-school programs: A meta-evaluation of methodologies and narrative synthesis of findings.

Am J Evaluation 2002:23(4):387-419.

Examples of Health-Related OST Programs

Be Proud! Be Responsible!1 • Reduced incidence of risky behaviors leading to pregnancy

CATCH Kids Club2

• Increased time spent in moderate to vigorous physical activity during play time

Big Brothers/Big Sisters of America3

• Decreased likelihood of initiating alcohol or drug use or being violent

• Improved academic behaviors, attitudes, and performance

Be Proud! Be Responsible!1 • Reduced incidence of risky behaviors leading to pregnancy

CATCH Kids Club2

• Increased time spent in moderate to vigorous physical activity during play time

Big Brothers/Big Sisters of America3

• Decreased likelihood of initiating alcohol or drug use or being violent

• Improved academic behaviors, attitudes, and performance1. Jemmott JB, Jemmott LS, Fong GT. Reductions in HIV risk-associated sexual behaviors among black male adolescents: effects of an AIDS

prevention intervention. American Journal of Public Health 1992; 82:372-377. 2. Kelder S, Hoelscher DM, Barroso CS, Walker JL, Cribb P, Hu S. The CATCH kids club: a pilot after-school study for improving elementary students’

nutrition and physical activity. Public Health Nutrition 2005;8(2):133-140.3. Elliot DS, editor. Blueprints for violence prevention: Big Brothers/Big Sisters of America . Boulder, CO: Center for the Study and Prevention of

Violence, Institute of Behavioral Science, University of Colorado, 1997.

STRATEGY 7:Promote Family and

Community Involvement

STRATEGY 7:Promote Family and

Community Involvement

Family and Community Involvement in Schools Can Foster:

Improved student behavior Increased academic achievement Better school attendance Improved school programs and quality Improved school discipline Better social skills

Improved student behavior Increased academic achievement Better school attendance Improved school programs and quality Improved school discipline Better social skills

Henderson AL, Mapp KT. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. 2002

6 Types of Involvement

Parenting Communicating Volunteering Learning at Home Decision Making Collaborating with Community

Parenting Communicating Volunteering Learning at Home Decision Making Collaborating with Community

SchoolSchoolFamilyFamily

CommunityCommunity

Epstein JL. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Boulder, CO: Westview Press; 2001.

Strategies for Family and Community Involvement

1. Have a Vision and Communicate it Build strong connections between schools and

community organizations Provide families and community members with

information about how to be involved in a range of ways Make sure all understand that the responsibility for

children’s education is a collaborative enterprise

1. Have a Vision and Communicate it Build strong connections between schools and

community organizations Provide families and community members with

information about how to be involved in a range of ways Make sure all understand that the responsibility for

children’s education is a collaborative enterprise

Adapted from Henderson AL, Mapp KT. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. 2002


2. Create Capacity Develop the capacity of school staff to work with

families and community members Give teachers time to plan and organize family and

community activities Create programs that will support families to guide their

children’s learning, from preschool through high school

2. Create Capacity Develop the capacity of school staff to work with

families and community members Give teachers time to plan and organize family and

community activities Create programs that will support families to guide their

children’s learning, from preschool through high school

Adapted from Henderson AL, Mapp KT. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. 2002


3. Listen, Respect, and Engage Make families and community members feel welcomed;

engage them in developing trusting and respectful relationships

Take families’ interests and needs into consideration when planning activities

Work with families to build their social and political connections

3. Listen, Respect, and Engage Make families and community members feel welcomed;

engage them in developing trusting and respectful relationships

Take families’ interests and needs into consideration when planning activities

Work with families to build their social and political connections

Source: Henderson AL, Mapp KT. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. 2002.

Summary

Seven school health strategies for alleviating social and economic disadvantage:

1. Support efforts to reduce the educational achievement gap

2. Implement effective school health programs

3. Promote collaboration across the health and education sectors

4. Promote a coordinated approach to school health

5. Address root causes such as school connectedness

6. Implement effective out-of-school time programs

7. Promote family and community involvement

Seven school health strategies for alleviating social and economic disadvantage:

1. Support efforts to reduce the educational achievement gap

2. Implement effective school health programs

3. Promote collaboration across the health and education sectors

4. Promote a coordinated approach to school health

5. Address root causes such as school connectedness

6. Implement effective out-of-school time programs

7. Promote family and community involvement











Documents

The Role of Schools in Alleviating Social and Economic Disadvantage: Students In Low Income Communities Within High Income Countries Howell Wechsler, Ed.D.,