The activities aimed at achieving these objectives are listed below. The key informants from the aid agencies were involved in supporting the MOE and MOH to implement the program as well as in monitoring and supervising the programs implemented in the schools. Health and academic achievement. School children’s ill health can be associated with poor cognitive development, learning, and academic performance [5, 6]. Even if they forget to bring tiffin, their parents bring it to school. 2010;25(10):1229–45. Geneva: World Health Organization; 1999. Stakeholders from all tiers identified several operational barriers to implementing and expanding the program throughout the country. We employed this framework to identify themes, codes, and sub-codes from the data and analyzed them to understand the data patterns [29]. These meetings might be helpful to improve program implementation [38]. SUMMARY. Many school-aged children in these countries are affected by treatable and preventable illnesses [3, 4]. (P9, central level: Director, Child Health Division). This manual provides resources (including fact sheets and accurate information and data about HIV and STIs) and examples of interactive skill-building activities. Google Scholar. 6. This document shows how helminth reduction interventions can have a positive impact on children's health, learning potential and school attendance. Our findings suggest that the SHN program in Nepal was not an exception. Rajbhandary J, Hart R, Khatiwada C. The children’s clubs of Nepal: a democratic experiment. The authors would also like to thank Editage, Japan, for English language review. As soon as he/she gets some training, he/she will be transferred somewhere else due to either personal interest or organizational changes. 2 2 ... model of a school health program, consisting of the following basic components: (1) ... trained teachers provide health education. Both the teacher and the teacher assistant facilitate the inclusion of students with special needs . Bundy D. School health and nutrition: policy and programs. Priority should be given to school health programme at primary school levels. We conducted a qualitative study through 32 in-depth interviews of the key informants who were actively involved in SHN program implementation in Nepal. This policy statement describes for pediatricians the role of the school … At the district level, four key informants from four District Health Office and four District Education Office were recruited from Siraha, Sindhupalchok, Syangja, and Kailali districts. Parents have also started brushing their teeth! Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role … Others can help, but it is the teacher who is with the children day after day and hour after hour who is essential to its success. School health services staff also are responsible for coordinating care by communicating with the student’s family and health care providers so that they can stay healthy and ready to learn. The SHN program aims to provide timely support and preventive measures to improve the health of school children [4, 7]. The school health programme is carried out in schools by the health center staff working together with schools administrators/ teachers, local government, parents and community including both agencies and students.3. I don’t think training only one focal teacher is sufficient. Almost all key informants in this study responded that the allocated funds for the SHN program were not sufficient to implement all the program components and expand it nationwide. The School Health Program has helped to establish a link between professionals within the Family Health Strategy Program and teachers, who must be involved in work with teenagers given that the health education process requires an exchange of experiences and knowledge that must be shared among all the actors mentioned, including the family. I have worked in the health training department for 7 years but haven’t received any training related to school health yet and I also don’t know about it. The median annual salary for elementary school teachers … The improved practices included hand washing, using soap while hand washing, and wearing clean school uniforms. Some key informants even mentioned that in some schools, communities provided their support and took the initiative to conduct SHN activities, which suggests that communities can play a significant role in making the program sustainable. SCHOOLS AND teachers have an important role in the recognition of mental health … The Research Ethics Committee of the University of Tokyo and the Nepal Health Research Council (NHRC) approved this study. Three co-authors summarized each transcript, selected quotations, and translated them into English. Besides, a few respondents at the central level mentioned that the program could be sustainable if it is integrated into the government system. Water, sanitation and hygiene (WASH) in schools. By using this website, you agree to our We used a stratified purposive sampling technique to choose the study areas [22, 23] and included seven out of the then 75 districts. RMS conceived the research questions, designed the study, conducted the fieldwork, analyzed the data, and prepared the manuscript draft. However, the key impediments in implementing the program included a lack of coordination between stakeholders, lack of resources, limited training opportunities, and doubts regarding the sustainability of the program. Government of Nepal. Psychol Health. 2014;4(1):9–17. according to modern concept, school health service..• The beginning of school health service in India date back to 1909, in Baroda city.• In 1961 the five year plan, many state provided for school health and school feeding program. Int J Qual Health Care. We then analyzed the data following the 5-phase cycle proposed by Yin [23], which includes (1) compiling, (2) disassembling, (3) reassembling, (4) interpreting, and (5) concluding. However, the coverage of the program activities has not reached many districts in the country [15, 17], and most of the support has been limited to the students of government schools [15, 17]. In the SHN project evaluation study, we only collected data from the school students but did not include other stakeholders, who were actively involved in the SHN program implementation. Their perceptions are equally important to provide information on the factors influencing the implementation process and help to identify the gaps in such processes [9, 21]. We included key informants who were actively involved in the SHN program development and implementation. The authors declare that they have no competing interests. MOH and MOE were the lead institutions for implementing the program. However, in resource-limited countries, several operational barriers exist to implement such programs. It’s because their stomach used to be empty. The obvious roles health education teachers play in the community are those that are entrenched within a school setting. The evidence is scarce on the SHN program implementation process in resource-limited countries [9, 12, 19], and no study has yet explored stakeholders’ perceptions on the SHN program implementation process in low-income countries, including Nepal. At the central level, we are the active members of the SHN network. First, we collected data from school-level key informants only in the districts where the SHN program was conducted. Despite these limitations, this is the first study in Nepal to explore the perceptions of stakeholders from all tiers regarding the SHN program implementation, impact, and challenges. (P1, aid agency: SHN program coordinator). In the disassembling phase, the first author thoroughly read and reread the transcripts, listened to all the interviews repeatedly, and examined the patterns of interview data. The School Health Programme under AYUSHMAN BHARAT is a joint collaborative programme between the Ministry of Health and Family Wefare and Ministry of Human Resource ... for students to imbibe from peers and learn from role models, such as teachers and head of school. Beyond that, teachers serve many other roles in the classroom. After we felt that data saturation was reached, we stopped the data collection procedure [24]. http://www.who.int/school_youth_health/gshi/en/index.html. This document explains how violence affects the well being and learning potential of millions of children around the world. Food Nutr Bull. Almost all the key informants appreciated the program for its positive impact on students, schools, and communities. This document will assist school and community leaders in efforts that promote the health of young people through schools. New York: Springer; 2009. 2nd ed. We have seen many positive changes after this program. We categorized the interview data into three broad themes: (1) SHN program implementation, (2) impact of the SHN program, and (3) challenges during program implementation and suggestions from stakeholders [28]. In this qualitative study, we conducted 32 in-depth interviews with key informants from September to December 2013. When polled about thei… Finally, in the concluding phase, the first author read the summaries and selected quotations to draw conclusions from the data and discussed them with all co-authors. The school nurse’s role varies across countries. Many school nurses wonder about their role as health educators in schools. 2014;2(11):1076–87. WHO Prevention of Noncommunicable Diseases (PND), Coronavirus disease outbreak (COVID-2019), Coronavirus disease outbreak (COVID-19) », Global school health initiatives: achieving health and education outcomes, Health Promoting School: an effective approach for early action on NCD risk factors. The role of teachers in education extends past the responsibility of passing along information. This document reveals how nutrition interventions in schools benefit the entire community, and how healthy eating contributes to decreasing the risks of today's leading health problems. The Whole School, Whole Community, Whole Child, or WSCC model, is CDC’s framework for addressing health in schools. In Scotland, the Chief Nursing Officer recommended that the role should be refocused. Furthermore, the overall coordination between these two sectors was limited, which therefore led to a lack of planning for the sustainability and scaling up of the program. According to many key informants in this study, a broad array of stakeholders was involved from the central level to schools in implementing the SHN programs based on the SHN strategy in the country. These activities aimed to improve students’ use of SHN services. Furthermore, MOH and MOE should jointly provide strong leadership and recognize their responsibilities to improve students’ health and academic outcomes. General and special education teachers might break classes into smaller groups or stations to provide greater engagement opportunities. New York: The Guilford Press; 2011. According to a few key informants, physical screening could have also prevented blindness and hearing loss in some students. A comprehensive health education pro­gram is an important part of the curriculum in most school districts. The education sector should be more involved, as the Ministry of Education is also on board. The key informants represented four different levels: (1) central level and (2) aid agencies in Kathmandu valley and (3) district level and (4) schools in Siraha, Sindhupalchok, Syangja, and Kailali districts. 2014;8(8):e3007. Baidya P, Budhathoki C. Minimum package of school health and nutrition program. In some areas, communities were mobilized in SHN activities, leading to community awareness. Majority of the participants from the central, aid agencies, and district level mentioned that there is a structural network from top to down, which included Department of Health Services (MOH), Department of Education (MOE), and different aid agencies at the national level, which were involved in program implementation. Trop Dis. The first author then discussed themes, codes, and sub-codes with co-authors. So if resources are available, we can make it sustainable. supervising, and assessing the educational program for that student .” “Teachers are expected to design programs for students with special needs . Summary . Rai C, Lee S, Rana H, Shrestha B. The positive impacts included improved students’ health and school environment and enhanced community awareness. The training was conducted only once and ended and it was not repeated. 2016;57(Pt A):77–81. PLoS One. 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