A Gateway to
information on comprehensive school health (CSH) and health promoting
schools (HPS)
Providing links to research, reports, how-to manuals, planning & assessment tools, lesson
plans and student webquests
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Communities and Schools Promoting Health
A Gateway to
information on comprehensive school health (CSH) and health promoting
schools (HPS) |
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When public schooling first became available to the general population in the 1800s, the socialization of young people in the accepted customs and values of society was their first priority. Churches and charities started these schools as an increasing number of children were left unsupervised or even exploited as the growing number of families moved from farms to towns and cities. The academic role of schooling became more important in the 1900s as governments took over schooling and required that all children attend school. More recently, the custodial role of schools has become important as well, as more and more parents work full-time, health and social service agencies budgets are restricted and individual bonds with pastor, physician and the extended family are broken by increasing demands of the workplace. Even more recently, the socialization role of the school has re-emerged as a pressing need for most developed societies, including Canada. Increasing pressures on families, the waning influences of churches, diversification of community norms and values, numerous poor role models from business, the entertainment industry, sports and elected officials have contributed to decreased guidance for our young people and significant declines in their civic participation and development individually, in their home/family life and in their overall social development. Recent research and media coverage of bullying, parentless kids, youth disinterest in voting in elections, hooking up in casual sexual relationships are all indicators of significant problems. It is not surprising, therefore, to see a variety of specific and sometimes competing educational programs and innovations emerging from the education and other sectors including:
Unfortunately, at the same time as these many specific and narrowly-focused programs have emerged, several more general and comprehensive programs have often been reduced in scope in many schools. These include:
This fundamental need for consistent parent, community and school guidance to children and youth in their personal, family and social development, when unmet, often results in anti-social and destructive behaviours, including:
The Limited But Effective Role of the School In creating this collection or resources on the personal, family and social development of youth through school-based and school-linked programs, a conscious effort of the limitations in the role of the schools was maintained. Basic life habits and values of children are formed early in life, essentially by the expectations of the parents. If a child lives in a society where, corporate, sports, entertainment, political and even spiritual leaders are shown to be dishonest conniving and without moral fiber, then children cannot be expected to be better. If the media denigrates people and exploits violence and sex to sell products and also create electronic games that teach youth how to kill and hurt people, then we should expect that the children will follow their lead. Consequently, the role of the school even when working with parents and other agencies and community groups, is bound to be limited. Nevertheless, the research on many of the school-based and school-linked shows that important benefits can be achieved. The left-hand margin on these pages lists these many interventions as well as providing background information and research evidence. The right-hand margin lists key and recommended resources. Note: This section addresses the socialization of children. For psychological aspects see the section on Mental Health. The section on youth involves both of these aspects.
These pages
have been prepared with funding provided by the
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