Canberra [Australia], June 21 (ANI): In the face of increasing mental health problems during the COVID-19 pandemic, the first global standard to incorporate health and well-being into the education system was created.
Researchers at the Murdoch Children’s Research Institute’s (MCRI) Adolescent Health Center led the two-year project at the invitation of the World Health Organization (WHO) and the United Nations Educational, Scientific and Cultural Organization (UNESCO). Two reports, published this week in Geneva, provide a benchmark framework to support the implementation of “health promotion schools” aimed at promoting health and learning equally in all aspects of school life.
MCRI Professor Susan Sawyer said the impact of COVID-19 on school closures demonstrates a deep link between children’s health, well-being and learning.
“In addition to the devastating impact on student involvement, learning outcomes and educational transitions, there is increasing global evidence of the impact of school blockages on the mental distress and mental health of children and adolescents,” she said. Said.
“Students with major mental illness are at high risk of permanent withdrawal from education. Early withdrawal is a risk factor for poor adult health, while negatively impacting future career prospects. Become.
“Until now, the value of schools not only as a place for academic and social learning, but also as an environment that can improve the health and well-being of students, has never been so appreciated.” Dr. Monica Lanity said that a “health promotion school” is about strengthening capacity. To be a healthy setting for learning and work in the educational system.
“This school-wide approach has been shown to benefit several aspects of learning, health and well-being,” she said. However, there is a big gap between the ideals of health promotion schools and current practices. Schools often have to rely on the efforts of a small number of motivated staff who lack sufficient resources or have already reached capacity. Increased policy and commitment, investment, resources and stakeholder involvement.
Dr. Ruth Aston of the University of Melbourne said the guidelines recognize the value of quality education and leadership practices that extend the school’s vision beyond the traditional focus on reading, writing and arithmetic. ..
Professor Sawyer said the health and education departments need to work closely together to implement these guidelines.
“This is arguably the biggest challenge facing health promotion schools, as the health and education sectors have historically been built from different DNAs. To a new workforce that can span both sectors. Investment is urgently needed, “she said.
This standard promotes both school and government policies and resources, school governance, leadership and community partnerships, curriculum that supports health and welfare such as nutrition and safety, fairness and diversity, and is linked to schools. It is intended for the social and emotional environment that provides medical services. (ANI)