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Knowledge Systems for Sustainable Development

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    • Sanitary prevention, a question of training
      • The original role of "Health-Promoting Schools", or learning hygiene in school - Jack T. JONES

The original role of "Health-Promoting Schools", or learning hygiene in school - Jack T. JONES

"Health Promoting Schools" were created following a WHO initiative, and they aim to promote health in the broadest terms, by reinforcing the capacity of pupils to care for themselves and for others. Furthermore, through this initiative, WHO seeks to prevent leading causes of death, disease and disability (use of tobacco, alcohol, drugs, etc...) at the earliest possible stage.

Today, in thousands of schools, pupils, parents and community members are working together to help their schools become "Health-Promoting Schools". In doing so, they are helping to bring about the vision of health that WHO has fostered for half a century. WHO defines health as "a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity". The concept of Health-Promoting School is a perfect example of the kind of initiative which promotes health in the broadest terms. The Health-Promoting Schools follow principles and actions called for in the Ottawa Charter for Health Promotion.

WHO began to foster the concept of Health-Promoting Schools in Europe at the beginning of the 1990s. In 1995, the organisation began to extend the concept on a global level. The initiative strives to reinforce international, national and local capacities for the development of Health-Promoting Schools. Its success relies on partnerships within and between organizational levels, and within and between sectors.

A Health-Promoting School can be defined as constantly seeking to strengthen its capacity as a health setting for living, learning, and working. It is therefore more of a process than an end.

Health-Promoting Schools improve health by implementing four basic components of a school health programme. These are:

  • School health policies;
  • A health supportive school environment;
  • Skills-based health education;
  • Linkages to health and other services

Health-Promoting Schools create health by enabling staff and students to care for themselves and for others, make healthy decisions and take control over life circumstances and create conditions that are conducive to health. In doing so, they build capacity for peace, education, income, equity, shelter, that are the pre-requisites for health.

All schools can foster caring, decision-making and conditions which support physical and psychosocial health.

Health-Promoting schools also help to prevent leading causes of death, disease and disability when they implement interventions that prevent tobacco use, alcohol and drug use, injuries, risky sexual behaviour, unhealthy diets, and sedentary lifestyles.

Thus, the advantage of a Health-Promoting School is that it fosters important determinants of health (caring, decision-making, healthy physical and psycho-social environments) that enhance efforts to prevent important risk factors. Vice-versa, prevention efforts offer opportunities to care, make healthy decisions and create supportive environments.

WHO has produced a School Health Information Series to help health and education workers implement the four components of a Health-Promoting School. It also focuses on environmental factors, education policies and services to the education community.

A few examples can be mentioned, on the prevention of important risks:

  • Prevention of tobacco use;
  • Healthy diet;
  • Prevention of violence;
  • Creating an environment for emotional and social well-being.

These documents are also designed to help staff evaluate the performance of their school as regards:

  • Supporting cooperation and active learning;
  • Forbidding physical punishment and violence;
  • Not tolerating bullying, harassment and discrimination;
  • Valuing the development of creative activities;
  • Connecting school and home life through involving parents;
  • Promoting equal opportunities and participation in decision-making.

There is also emphasis on the physical school environment, so as to help school personnel understand how this environment has an influence on the incidence of childhood illnesses and deaths (respiratory infections, diarrhoeal diseases, vector-borne diseases, cancer, developmental disabilities, asthma).

The case is also made that school environments are of essential importance because children are more susceptible to environmental threats than adults. Thus, the document stresses that high priority should be given to preventing risks and hazards associated with :

  • Water and sanitation;
  • Indoor and outdoor air pollutants;
  • Ultraviolet radiation;
  • Pesticides;
  • Hazardous location.

In 2003, Dr. Grö Brundtland, former Director General of WHO said: "WHO alone cannot change the environment in which our children live, learn and play. But working with others, we can."

So, what will happen when all schools are Health-Promoting schools? When these components are planned and implemented together, they can be expected to improve health, enhance learning, support development, foster good citizenship and reduce priority health problems.