Rome was not built in a day, and the same goes for the Health Promoting Schools (HPS) model. In fact, the model in Nova Scotia is already 18 years old since being formally adopted across the province. In a recent commentary published in collaboration with HPS partners, we outlined the rich history of HPS within the province by describing the past, present and future state of the HPS approach. Although a previous blog post described the rich and deep research around HPS implementation in the province, we have yet to touch on how policy and practice has evolved over time to create the HPS building blocks we implement in the present day.
HPS is a whole school approach that aims to enhance the well-being of students, staff, and the school community by creating a school environment and culture that supports both health and learning. The adoption of HPS in NS in 2005 represented a joint partnership between the Department of Education and Early Childhood Development (DEECD), and the Department of Health and Wellness (DHW) to provide funding and build capacity within the health and education systems across Nova Scotia. HPS approaches were also incorporated into a variety of strategies and action plans to support student health and well-being, including Thrive! A plan for a healthier Nova Scotia that aimed to “reshape the places where we live, learn, work, commute and play to enhance the health of Nova Scotians.” These strategies and plans encouraged continued partnerships across provincial, regional and school levels, as well as the endorsement of an HPS Provincial Guiding Document in 2015. The HPS model traditionally focuses on four overlapping spheres:
School Environment
The school environment is broken down into the social environment – the fostering of an inclusive and safe environment where respectful relationships between students and staff exist and are valued, and the physical environment – the design, infrastructure, and resources the school offers to support health and well-being. For example, in the social environment, this may look like prioritizing the emotional well-being of students, while for the physical environment this may look like spaces and places that promote health and well-being such as safe and accessible playgrounds.
Teaching and Learning
Teaching and learning in HPS involves a practice of education that engages students as change agents and embeds health across all aspects of the curriculum. This could include integrating movement activities into a math or language arts class such as Active Smarter Kids brain breaks or having students lead a project related to health and well-being such as an UpLift Student Action Grant.
Health Promoting Policies
Health Promoting Policies include policies, guidelines and processes that enhance optimal health and well-being of students, staff and the overall school community, such as the Nova Scotia’s Food and Nutrition policy or the creation of Student Success Plans.
Programs and Services
Programs and services include embedded services in the school system that meet the health and well-being needs of students such as implementing Youth Health Centres across the province or the work of SchoolsPlus.
These inter-related spheres together shape the desired outcomes we all want to see – healthier students who are better learners. Achieving these outcomes also requires process factors to be considered. There are three factors that are critically important to bring the HPS model to life:
Leadership and Partnerships – It takes a village to raise a child, as the saying goes, and the same applies to embedding HPS principles and values within school communities. By working together across different sectors and settings, we can ensure that the vision and mission of HPS is reinforced across all levels of influence at the school, regional and provincial level.
School and Community Engagement – HPS embodies a whole school approach that operates inside and outside the school gates. This means providing opportunities for meaningful and purposeful engagement for all members of the school, including students.
Planning and Evaluation – What gets measured matters. HPS should be informed by evidence, collaborative planning, and ongoing evaluation to understand how the model supports a whole school approach to health and learning.
Just as children grow and change as they grow up, the HPS model continues to adapt and evolve over time. I invite you to learn more about the model through our commentary published in the Physical & Health Education Canada journal.
