This document is intended to help schools use health promotion strategies to reduce the incidence of harmful effects from exposure to ultraviolet (UV) radiation. This policy statement describes for pediatricians the role of the school â¦ Our findings suggest that the SHN program in Nepal was not an exception. Traditionally, the role of the teacher in the school-health program is that of providing health instruction. According to the institutional framework of the SHN strategy, the two ministries were the lead institutions to implement the program in Nepal, and aid agencies were the key implementing partners . (P23, school: Health and physical education teacher), I am the focal person for the SHN program. However, the key informants from aid agencies also mentioned that they only had funds to implement the program in their target districts. Tomokawa S, Kaewviset S, Saito J, Akiyama T, Waikugul J, Okada K, et al. Admin Pol Ment Health. 2014;2(11):1076–87. The guide was translated into Nepali and back translated into English by different individuals to ensure the quality of the translated version. (P28, school: Health and physical education teacher). 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. California Privacy Statement, Its purpose is to strengthen efforts to educate young people about the benefits of physical activity and to help schools provide opportunities for students and school personnel to be physically active. The authors would like to express their sincere gratitude to all the key informants who participated in this study. Moreover, parents and community members can also play a significant role in encouraging children to practice healthy behaviors and keep their school environment clean, safe, and healthy . Some of the key informants also provided suggestions on resource generations. Improving children’s health and education by working together on school health and nutrition (SHN) programming in Nepal. (P5, aid agency: SHNP head), Child clubs in schools organize Deusi-Bhailo program (cultural program) during Tihar festival and collect fund. Harris C, Garrubba M, Melder A, Voutier C, Waller C, King R, et al. Hoyle TB, Samek BB, Valois RF. (P1, aid agency: SHN program coordinator). The first author then discussed themes, codes, and sub-codes with co-authors. The purpose of this document is to define key concepts and explain how skills-based health education, including life skills, fits into the broader context of what schools can do to improve education and health. (P18, district level: District Public Health officer, District Health Office), Physical screening has helped us to identify vision and hearing impairments. This study further showed that the lack of trained human resources to implement SHN was another key impediment. After receiving the messages from the school children, the communities have been empowered. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Health Educ Res. The first author also sorted and coded all 32 transcripts separately. The School Health Programme of any country is a set of projects/activities in the school environment that promotes the development and health of the school community. 2013;103(12):895–8. In resource-limited countries, a lack of resources has been a crucial operational barrier to conduct the program [3, 12, 13]. Majority of key informants from all levels mentioned that they conducted activities such as school cleaning programs, access to safe drinking water, improving toilet and hand washing facilities, waste disposal pits in school, construction of classrooms, toilets, etc. J Sch Health. (P15, district level: SHN program officer, District Education Office), The tiffin box program would be one of the success stories and good practices. Furthermore, most of the key informants identified insufficient funds and lack of material resources as the major hurdles to implement a comprehensive and nationwide SHN program. The first author and a research assistant conducted all the interviews at the key informants’ workplace, some in English and some in Nepali language. We used a modified interview guide based on the Policy Implementation Assessment Tool for program implementers and other stakeholders, developed by the United States Agency for International Development (USAID) . A teacher's role involves more than simply standing in front of a classroom and lecturing. The Research Ethics Committee of the University of Tokyo and the Nepal Health Research Council (NHRC) approved this study. PLoS Negl Trop Dis. Their participation was voluntarily and their confidentiality and anonymity was maintained. mental elements in a school-health program, and they are matters that require the attention of the teacher. There is also a growing expectation for teachers to play an active role in raising awareness of issues central to a childâs wellbeing. Privacy It is their joint role to encourage the student to become an independent learner and member of the classroom, schoolâ¦ In the past, students could not understand what they were taught. Using his extensive network of connections and a snowballing procedure, we identified key informants from different organizations who had in-depth knowledge and were actively involved in the program. A similar situation was reported in the Lao People’s Democratic Republic (PDR), where the education sector had a leading role in implementing the National School Health Policy in the country . Many schools did not have sufficient physical infrastructures or facilities to implement the program efficiently. Google Scholar. The documents on this page are listed alphabetically by title. Based on the key informants’ responses, we categorized the impact of the SHN program into two main parts a) impact on students, and b) impact on school environment and community. Subsequently, each group tallied their results with the first author’s results to deduce the final themes, codes, and sub-codes. J Sch Health. The steady increase in the identification of psychological difficulties faced by school children shows us the need to ensure their psychosocial well-being through an active collaboration between schools and mental health practitioners. This study provided a deeper understanding of the linkage between the SHN program implementation, impact, and challenges in Nepal. The Shanghai Declaration on Health Promotion has been endorsed by the participants of the conference. Teachers set the tone of their classrooms, build a warm environment, mentor and nurture students, become role â¦ The group of codes and sub-codes, which repeated in a patterned way, were grouped into a theme. A discussion about teach-ing health on the School Nurse Listserv during May motivated me to write this editorial. This document is available in the following languages: This document includes a chapter on national strategies in the ten most populous countries and a chapter on collaborative efforts to strengthen school health promotion in countries with large school-age populations. Some key informants also mentioned that they received support from communities to conduct SHN activities effectively. Saito J, Keosada N, Tomokawa S, Akiyama T, Kaewviset S, Nonaka D, et al. Field Actions Sci Rep. 2009;3 https://journals.openedition.org/factsreports/306. Stakeholders at different tiers can play significant roles in the program implementation and its success. From the schools also, we recruited four school principals, four teachers, two local non-governmental organizations (NGO) members, one resource person, and one school management committee member from Siraha, Sindhupalchok, Syangja, and Kailali districts. 2016;11(11):e0166001. Many key informants also mentioned that the program improved the attendance, enrolment, and retention rates in schools. 2015;9(11):e0004106. The training was conducted only once and ended and it was not repeated. For adolescents, we have menstrual hygiene management class, which brings them to school. The authors declare that they have no competing interests. Summaries to interpret the data and discussed important quotations INGOs working in the phase! 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