School Health Models

In her 1997 book, Teaching Positions: Difference, Pedagogy, and the Power of Address, Elizabeth Ellsworth defined “ignor-ance” as “an active dynamic of negation, an active refusal of information.”  Recently the Oxford Dictionary selected “post-truth” as their word of the year.  The word is defined as “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotional and personal belief.”  Dr. Trevor Hancock in the Victoria Times Colonist, November 23, 2016.

“Each community needs to determine its own priorities and find the areas where people can agree to work together. They need to be in it for the long haul.” —  Dr. Trevor Hancock, Professor and Senior Scholar at the University of Victoria’s School of Public Health and Social Policy.


Hart’s Model of Youth Participation

Effective youth participation is about creating opportunities for young people to be involved in influencing, shaping, designing and contributing to policy and the development of services and programs.

The Youth Participation Model and explanation is available on and



The CSH/HPS Model

CSH/HPS (Comprehensive School Health or Health Promoting School) are the traditional coordinated school health models for promoting a healthy school community. The key elements are available on a variety of websites.

CSH/HPS Website Workhorses


Sourced from Healthy Schools BC website

The WSCC Model

WSCC – (Whole School/Whole Community/Whole Child) is a model launched in 2007 as a “Collaborative Approach to Learning and Health.” WSCC combines and builds on elements of CSH and calls for greater alignment, integration and collaboration between health and education to improve each child’s cognitive, physical, social and emotional development.

WSCC has expanded the original components of CSH and recognizes the need to engage students as active participants in their learning and health. The focus of the WSCC Model is on the whole person. School health programs are coordinated and modernized.

Website Workhorse

Visit the ACSD Whole Child Initiative site for information about:

  • Why We Need a Collaborative Approach to Learning and Health
  • The Need for a New Model
  • Expanded Components
  • Whole School, Whole Community, Whole Child
  • End Notes
  • Core and Consultation Groups
  • The WSCC Model

Connections Matter

An important protective factor

University of Victoria (British Columbia) professor Sibylle Artz, an expert on youth violence, says that extensive research on preventing delinquency and recidivism has shown the importance of maintaining connections with families and communities.

The traditional school health approach vs CSH/HPS/WSCC for the 21st Century

A comprehensive set of programs can be woven into the fabric of every school. In developing a comprehensive, integrated approach, every school can be seen as a key element of its community. School and community are not separate entities.

Traditional Approach

  • Focuses on didactic classroom teaching.
  • Addresses health issues one by one.
  • Considers only the health needs of students.
  • Focuses only on the school.


CSH/HPS/WSCC for the 21st Century

  • teenagers2Focuses on all aspects of the school community:
    • integrated instruction/health education
    • services for students
    • health promoting environment
    • social support
    • school community context
  • Addresses and integrates specific health issues into a coordinated program of developing health literacy and life skills.
  • Is concerned with health needs of staff, students, parents and the broader school community.
  • Focuses on the school in the context of the local community.


Human beings are not things needing to be motivated and controlled; they are four dimensional−body, mind, heart and spirit.

Dr. Stephen R. Covey

Value school health and follow this formula for success