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School Health Education and Disease Prevention

In this exposition, we dissect the aforementioned topic from two perspectives. Foremost, we focus on communicable diseases and how interventions can limit suffering due to preventable infections. Secondly, we address the locus occupied by non-communicable diseases in residential institutions of learning. Communicable unlike non-communicable diseases can be transmitted between objects and animals. Health education empowers individuals to prevent disease by behaving responsibly. Applying the variables of the Health Belief model enables us to systematically address the subject. Accordingly, perceptions about disease and health modulate the actions that are taken toward any disease. Health Education provides the students with the gamut of paraphernalia to navigate disease and health dynamics.

Focal safety areas

In residential learning institutions the following areas require constant inspection, supervision and surveillance to prevent disease outbreaks and health crises, Water and sanitation, food and nutrition and overall environmental health as well as physical activity.  There are unique needs that individual schools may consider important depending on the gender and economic privileges of the school. Importantly, most diseases that may arise in schools will be due to lapses in the main areas mentioned above. Studies have shown, for instance that when children do not bathe and feed well, they become prone to increased morbidity and poor performance in exams. Food in schools can be examined in a dual fashion, first quantity and second quality. Students in schools are in a growth and developmental stage that require balanced diet and enough calories. Studies have shown that boarding institutions of learning may impact the future of children via this nexus. At the same time, studies have recommended that school food be regularly examined for toxins and animal waste contamination. Allergies and other environmental intolerances to certain foods and materials can lead to very serious health outcomes. Learners and personnel are likely to be aware of any allergies or intolerances that they may have, however, it is vital that the school also understands which individuals have particular dietary requirements and that these are provisioned, in order to provide protection from an emergency situation occurring, such as allergic reactions.

Observing acceptable food hygiene standards is critical in averting foodborne illnesses and personnel should be able to identify and point out symptoms of these illnesses. Foodborne illnesses are caused by contamination of foods and can occur at any point during food production, handling, and processing. Setting food safety standards for schools can be achieved by following set quality standards and guidelines, which help institutions to identify any critical control points to focus on in order to remove or reduce food safety risks.. Food safety management procedures should also outline the standard operating procedure and records should be maintained.

Non-contamination can be ensured through a healthy procurement system such as working with licensed food dealers and handlers. It has been demonstrated that registered food handlers are more apt to observe quality standards and regulatory requirements. Food stores and school water reservoirs must be maintained regularly and whenever necessary depending on the unique spatio-temporal situations that may prevail.

Roles of stakeholders

In this study, the stakeholders include; students, teachers, parents, service providers, suppliers and the governments. The various stakeholders have the collective obligation to ensure that students are safe and catered for. Individually, each stakeholder occupies a unique niche whose functions are fundamental to the general smooth operation of schools. 

Training of food handlers

Food handling can be a vehicle for disease transmission and toxication. As such food handlers dealing with student foods and meals ought to be equipped to detect and report any suspect observations. Accordingly, basic education requirements and the capacity to observe food safety is a sine qua non fundamental. It has been demonstrated that well-trained food handlers are less likely to transmit foodborne infections and toxication since they can detect and address aberrance without fail.  

The overarching role of government

The government has the overall authority over all institutions of learning within their jurisdiction. Enforcement of laws and by-laws on schools and boarding facility health standards can ensure that students enjoy health throughout their studies. Studies have reported that instances of disease outbreak are due to laxity in legislation enforcement and policing by governmental regulatory organs.

 

Conclusion

Finally, there is no perfect formula for managing school safety and therefore research and learning should be continuous. Funding for research may provide impetus for further investigation and contribute to shaping and formulation of policies. Collaboration and networking with other stakeholders can allow for more rigorous and quality work on this particular subject matter.         

 

Bibliography

·  McKenzie, J., Neiger, B., Thackeray, R. (2009). Health education can also be seen as preventive medicine (Marcus 2012). Health Education and Health Promotion. Planning, Implementing, & Evaluating Health Promotion Programs. (pp. 3-4). 5th edition. San Francisco, CA: Pearson Education, Inc.

·  ·  Donatelle, R. (2009). Promoting Healthy Behavior Change. Health: The basics. (pp. 4). 8th edition. San Francisco, CA: Pearson Education, Inc.

·  ·  International technical guidance on sexuality education: an evidence-informed approach (PDF). Paris: UNESCO. 2018. p. 82. ISBN 978-92-3-100259-5.

·  ·  Joint Committee on Terminology (2001). "Report of the 2000 Joint Committee on Health Education and Promotion Terminology". American Journal of Health Education. 32 (2): 89–103. doi:10.1080/19325037.2001.10609405. S2CID 220328025.

·  ·  World Health Organization. (1998). List of Basic Terms. Health Promotion Glossary. (pp. 4). Retrieved May 1, 2009, frogym oyohttp://www.who.int/hpr/NPHj/ddoocs/hp_glossary_en.pdf.

·  ·  Gracová, Drahomíra (2015). "HISTORICAL DEVELOPMENT OF HEALTH EDUCATION" (PDF). GRANT Journal. 4: 33–38.

·  ·  Tountas, Yannis (June 2009). "The historical origins of the basic concepts of health promotion and education: the role of ancient Greek philosophy and medicine". Health Promotion International. 24 (2): 185–192. doi:10.1093/heapro/dap006. ISSN 1460-2245. PMID 19304737.

·  ·  Hoving, Ciska; Visser, Adriaan; Mullen, Patricia Dolan; van den Borne, Bart (2010-03-01). "A history of patient education by health professionals in Europe and North America: From authority to shared decision making education". Patient Education and Counseling. Changing Patient Education. 78 (3): 275–281. doi:10.1016/j.pec.2010.01.015. ISSN 0738-3991. PMID 20189746.

·  ·  Griffiths, W. “Health Education Definitions, Problems, and Philosophies.” Health Education Monographs, 1972, 31, 12-14.

·  ·  Cottrell, Girvan, and McKenzie, 2009.

·  ·  National Task Force on the Preparation and Practice of Health Educators. A Framework for the Development of Competency-Based Curricula. New York: national Task Force, Inc., 1985.

·  ·  "WHO | Global school health initiative". www.who.int. Archived from the original on December 23, 2003. Retrieved 2018-02-06.

·  ·  Glanz, Karen, Barbara K. Rimer, and Frances Marcus Lewis. Health Behavior and Health Education: Theory, Research, and Practice. San Francisco: Jossey-Bass, 2002.

·  ·  "Certified Health Education Specialist - Public Health | CSUF". hhd.fullerton.edu. Retrieved 2022-05-09.

·  ·  "Health Education Specialist Practice Analysis II 2020 Validates and Reveals Eight Areas of Responsibility for Health Education Specialists". www.nchec.org. Retrieved 2020-04-21.

·  ·  Steckler, Allan; Allegrante, John P.; Altman, David; Brown, Richard; Burdine, James N.; Goodman, Robert M.; Jorgensen, Cynthia (1995). "Health Education Intervention Strategies: Recommendations for Future Research". Health Education Quarterly. 22 (3): 307–328. doi:10.1177/109019819402200305. ISSN 0195-8402. PMID 7591787. S2CID 25896267.

·  ·  Sloane, Beverlie Conant; Zimmer, Christine G. (1993-05-01). "The Power of Peer Health Education". Journal of American College Health. 41 (6): 241–245. doi:10.1080/07448481.1993.9936334. ISSN 0744-8481. PMID 8514955.

·  ·  Li, L. P.; Chow, K. W.; Griffiths, S.; Zhang, L.; Lam, J.; Kim, J. H. (2009-03-01). "University-Based Peer Health Education in China: The Shantou Experience". Journal of American College Health. 57 (5): 549–552. doi:10.3200/JACH.57.5.549-552. ISSN 0744-8481. PMID 19254897. S2CID 207725074.

·  ·  "Nutrition Education in US Schools". www.cdc.gov. 2021-02-16. Retrieved 2022-04-25.

 

 

 

Recommended Further Reading

 

·  Allensworth, D., Lawson, E., Nicholson, L., and Wyche, J. (Eds.) (1997). Schools & Health: Our Nation's Investment. Washington, DC: National Academy Press.

·  Allensworth, D., Wyche, J., Lawson, E., and Nicholson, L. (1995). Defining a Comprehensive School Health Program: An Interim Statement. Washington, DC: National Academy Press.

·  Creswell, W. H., Dalis, G. T., Johns, E. B., Pollock, M. B., Means, R. K., Nolte, A. E., Russell, R. D., Sliepcevich, E. M., and Hillebowe, H. E. (1967). Health Education : a Conceptual Approach to Curriculum Design : Grades Kindergarten Through Twelve. St. Paul, MN: 3M Company Visual Products / Minnesota Mining and Manufacturing Company.

·  Goldsmith, M. D. (1998). "An Interview with Robert Russell". The International Electronic Journal of Health Education. 1: 60–71.

·  Johns, E. B. (1962). "Health Education". Review of Educational Research. 32 (5): 495–505. doi:10.3102/00346543032005495.

·  Means, R.K. (1975). Historical Perspectives on School Health. Thorofare, N.J.: Charles B. Slack.

·  Meckel, Richard (2013). Classrooms and Clinics: Urban Schools and the Protection and Promotion of Child Health, 1870-1930. New Brunswick, NJ: Rutgers University Press. ISBN 978-0-8135-6239-1.

·  Morrow, M. J. (1998). "An interview with Ann E Nolte". International Electronic Journal of Health Education. 1 (4): 222–234.

·  Reynolds, Francis J., ed. (1921). "Schools, Medical inspection of" . Collier's New Encyclopedia. New York: P. F. Collier & Son Company.

·  Russell, R. D. (1966). "Teaching for meaning in health education: The concept approach". Journal of School Health. 36 (1): 12–15. doi:10.1111/j.1746-1561.1966.tb05510.x. PMID 5174843.

·  Sliepcevich, E. M. (1964). School Health Education Study: A Summary Report. Washington, D.C.: School Health Education Study.

·  Sliepcevich, EM. (1968). "The school health education study: A foundation for community health education". Journal of School Health. 38 (1): 45–50. doi:10.1111/j.1746-1561.1968.tb04941.x. PMID 5183504.

·  Sliepcevich, EM. (2001). "School health education: Appraisal of a conceptual approach to curriculum development". Journal of School Health. 71 (8): 417–21. doi:10.1111/j.1746-1561.2001.tb03540.x. PMID 11794296.

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