Comprehensive School Health is an internationally recognized framework that focuses on a whole-school approach for student academic achievement and health. This framework recognizes four interconnected areas that support addressing school health in a comprehensive and holistic way: teaching and learning, social and physical environment, policy, and partnerships and services (Bassett-Gunter et al., 2015).
Planning activities relating to these four areas will help schools, school boards/districts/authorities, parent(s)/caregiver(s), and community partners (including public health) work together to take a comprehensive approach to address priority areas in their school community. When implemented as intended, activities that address the Comprehensive School Health Areas as a part of the Healthy Schools Process can contribute to lifelong engagement in healthy behaviours for students, staff, and the community.
The Comprehensive School Health Framework consists of four areas:
Teaching and Learning
The Teaching and Learning area encompasses elements of provincial or territorial curriculum, along with supporting resources and activities that help students develop the knowledge, skills, and attitudes needed to make informed decisions about their health. Students are empowered to explore and apply health knowledge through relevant learning experiences embedded in the curriculum.
Examples:
- Implement and lead identity and belonging projects with students where they can share with the class “My Story” presentations, fostering social-emotional learning skills such as self-awareness, empathy, respect, and communication.
- Create and run workshops for Grade 9 to 12 students on Rowan’s Law, concussion prevention, management, and awareness guided by Ophea’s Concussion Tools and Resources and Rowan’s Law Day Toolkit for Schools.
Reflection Prompts:
- How can our priority area(s) align with what students are learning within the curriculum(s)?
- What instruction/learning opportunities can support our priority area(s)? And who should be involved in delivering and supporting this learning?
Social and Physical Environment
The Social and Physical Environment area promotes creating a welcoming, inclusive school environment by strengthening student relationships and shaping physical spaces that support everyone’s well-being. The social environment refers to the quality of relationships among staff, students, families, and the wider community, supporting emotional well-being and informed decision-making about health through connection. The physical environment encompasses the school’s buildings, outdoor areas, play spaces, and equipment, as well as essential amenities and proper sanitation.
Examples:
- Students co-design safe and inclusive play areas or activity zones in shared school spaces to promote inclusive areas for social interaction.
- Students and teachers design an outdoor learning garden for their high school that can be used as a classroom space and a way to promote connections to nature through planning layout, plant arrangements, and seating areas.
Reflection Prompts:
- How can the physical and social environment contribute to our priority area(s)?
- What supports/resources are needed to initiate a change in our physical and social environment?
Policy
The Policy area refers to the policies, guidelines, and practices that create a foundation for student well-being. Activities and initiatives can support school health policy/policies (including provincial policies, board-level policies, or school-level policies) by connecting to your school’s health priorities. Students should be involved in shaping, understanding, and promoting policies that support the health and well-being of the school community.
Examples:
- In line with Student Nourishment Program guidelines, students can operate a snack program to ensure students have access to foods across the school day.
- A Healthy Schools Team works with other school staff and students to create a policy advisory forum where all students can inform policy updates and make recommendations to the school’s code of conduct.
Reflection Prompts:
- What opportunities are there to connect our priority area(s) to a school board/school policy, priority, and/or guideline(s)?
- Are there opportunities to co-create a school guideline to promote consistency and alignment between school-level guidelines and our priority area(s)?
Partnerships and Services
The Partnerships and Services area encompasses enhancing school and community partnerships and services and engages students in building meaningful connections with families, community organizations, and service providers to support the health and well-being of the school community. Partnerships can foster collaboration within and between schools, and across sectors such as health and education, to support student well-being and advance school health. Services refer to both community- and school-based supports that provide students and families with access to resources that promote health, learning, and overall development. Together, partnerships and services strengthen the school’s ability to create a supportive and connected environment for all and can help reduce barriers to participation within the school and broader community.
Examples:
- Students collaborate with local health professionals (e.g., public health, health authorities) to organize school wellness events or family information nights.
- A Healthy Schools Team develops a partnership with a local recreational facility to run senior intramurals after school to promote physical activity and belonging among students.
Reflection Prompts:
- What community and cultural partners are available to support our priority area(s)? What specific role could they play?
- How can our priority area(s) benefit from services available in our community? What do we need to do to access them?