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4. Importance of this report
This paper is an attempt to summarize the state of the art and science of school health promotion in Canada as of 2007. The description is focused on the national level and overviews or observations about any patterns emerging from the provincial/territorial level. It is only a composite photograph of what exists or existed at those levels in this time frame.
The reality of local practices in school health practice is not captured in this overview. Most studies, including a large-scale significant study undertaken by the Council of Ministers of Education, Canada (McCall et al, 1999) would suggest that the progress being made at the local level lags behind the programs that are recommended or even required at national or provincial-territorial levels.
The image and pattern that emerges from these sources is both heartening and challenging. In recent years, Canada has emerged as a world leader in school health promotion despite its relatively low levels of resources committed to school health strategies. First Ministers and education and health ministers have agreed to work together on healthy schools. Partnerships on safe schools were established several years ago. Many jurisdictions have programs on community/wrap-around/full service schools. Many school-based educational improvement plans for more effective schooling include health-related objectives.
As well, several new initiatives in research, policy development and knowledge exchange have emerged. New capacities for school health promotion are being developed across the country. Local agencies have been engaged in more topic-based health initiatives and many are seeking more stable and secure policy frameworks and coordinated approaches rather than the sporadic, crisis driven projects of the past. Networks of researchers, practitioners and local agencies have been established and are growing. Knowledge exchange is more extensive. Research centres with a focus on school health have been established by several universities.
However, many of the recent changes are fragile and still dependent upon project-based funding. Practice in the health is still often focused on a few priority diseases. There are no coherent plans to address the needs of disadvantaged students through comprehensive and coordinated approaches. Monitoring and reporting systems are still non-existent and public pressure for regular, reliable reports on health literacy, program status and reports on all aspects of child/youth health is not yet evident.
So, we hope that this synthesis paper on the state of school health in Canada can be followed by regular reports, based on more reliable data and a regular system of reporting and analysis. This is a necessary conversation that should happen every three-four years.
The reality of local practices in school health practice is not captured in this overview. Most studies, including a large-scale significant study undertaken by the Council of Ministers of Education, Canada (McCall et al, 1999) would suggest that the progress being made at the local level lags behind the programs that are recommended or even required at national or provincial-territorial levels.
The image and pattern that emerges from these sources is both heartening and challenging. In recent years, Canada has emerged as a world leader in school health promotion despite its relatively low levels of resources committed to school health strategies. First Ministers and education and health ministers have agreed to work together on healthy schools. Partnerships on safe schools were established several years ago. Many jurisdictions have programs on community/wrap-around/full service schools. Many school-based educational improvement plans for more effective schooling include health-related objectives.
As well, several new initiatives in research, policy development and knowledge exchange have emerged. New capacities for school health promotion are being developed across the country. Local agencies have been engaged in more topic-based health initiatives and many are seeking more stable and secure policy frameworks and coordinated approaches rather than the sporadic, crisis driven projects of the past. Networks of researchers, practitioners and local agencies have been established and are growing. Knowledge exchange is more extensive. Research centres with a focus on school health have been established by several universities.
However, many of the recent changes are fragile and still dependent upon project-based funding. Practice in the health is still often focused on a few priority diseases. There are no coherent plans to address the needs of disadvantaged students through comprehensive and coordinated approaches. Monitoring and reporting systems are still non-existent and public pressure for regular, reliable reports on health literacy, program status and reports on all aspects of child/youth health is not yet evident.
So, we hope that this synthesis paper on the state of school health in Canada can be followed by regular reports, based on more reliable data and a regular system of reporting and analysis. This is a necessary conversation that should happen every three-four years.
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