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6. Organization of this report
The findings of this paper are organized as follows.
First, we present a synthesis describing national capacity in school health promotion. The synthesis responds to several questions derived from a framework developed by the World Health Organization. This framework, which has been adapted by the School Health Research Network here in Canada has eight broad capacities that are deemed to be necessary for effective school health promotion.
Second, we summarize what was found in various scans done on specific health topics and school health promotion. Observations are made about the comprehensiveness, coordination, evidence-base and strategic nature of the activities based on the concepts presented earlier in this paper.
Third, we examine if and how the various elements of a comprehensive, coordinated approach are being addressed in Canada. These include overall coordination, school/agency SH policies, health education, school health/other services, social environment and physical environment.
Fourth, we identify and discuss comprehensive Canadian attempts to address community contexts in a systematic CSH way, including contexts such as rural schools, aboriginal schools, inner-city schools, low-income schools and so on.
Fifth, we briefly examine the current work being done in Canada on knowledge development and research in school health promotion. We present the ecological, systems-based approach developed by the School Health Research Network and discuss if and how ten basic questions of a School Health Promotion Research Agenda developed through a national consultation and several workshops are being addressed by research funding agencies and researchers in Canada.
Sixth, we make some observations about the comments and suggestions that were made during the consultation process and through the wiki-based dialogue. (To be added subsequent to the process).
We conclude the paper with a series of questions, comments and suggestions about how future efforts in school health promotion can be guided by some selected principles, key concepts and good or promising practices.
First, we present a synthesis describing national capacity in school health promotion. The synthesis responds to several questions derived from a framework developed by the World Health Organization. This framework, which has been adapted by the School Health Research Network here in Canada has eight broad capacities that are deemed to be necessary for effective school health promotion.
Second, we summarize what was found in various scans done on specific health topics and school health promotion. Observations are made about the comprehensiveness, coordination, evidence-base and strategic nature of the activities based on the concepts presented earlier in this paper.
Third, we examine if and how the various elements of a comprehensive, coordinated approach are being addressed in Canada. These include overall coordination, school/agency SH policies, health education, school health/other services, social environment and physical environment.
Fourth, we identify and discuss comprehensive Canadian attempts to address community contexts in a systematic CSH way, including contexts such as rural schools, aboriginal schools, inner-city schools, low-income schools and so on.
Fifth, we briefly examine the current work being done in Canada on knowledge development and research in school health promotion. We present the ecological, systems-based approach developed by the School Health Research Network and discuss if and how ten basic questions of a School Health Promotion Research Agenda developed through a national consultation and several workshops are being addressed by research funding agencies and researchers in Canada.
Sixth, we make some observations about the comments and suggestions that were made during the consultation process and through the wiki-based dialogue. (To be added subsequent to the process).
We conclude the paper with a series of questions, comments and suggestions about how future efforts in school health promotion can be guided by some selected principles, key concepts and good or promising practices.
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