List of Multi-Intervention Frameworks, Plans & StatementsThis is a featured page

This page presents a list of published and developing models, frameworks or school multi-intervention plans (SMIP) that are used to guide, coordinate and deliver various interventions such as policies, instruction, services, social support or changes to the physical environment. We also list various consensus statements (St) that call for action to implement such plans as well as those that address the needs of populations/local contexts or provide descriptions (Desc)of the approaches or examples that apply the principles or values that school underlie such programs.

Readers are invited to add other plans or statements to this list by using the "EasyEdit" tool found at the top of the page. Also, please note that some of the statements are still in development and readers are invited to edit them using the "EasyEdit" tool on those pages or comment on them using the "Thread" tool found at the bottom of each page.

Readers may also be interested in the ISHN Synthesis Statement on Human Development and the Social Role of the School, which summaries ten key strategies gleaned from a review of most of the statements, models, plans and descriptions below.


School Multi-Intervention Plans (SMIP's), Statements (St's) and Summary Descriptions (Desc's)


Promoting Education & Learning

  • World Declaration on Education for All (St) (UNESCO, 1990)
    This statement was adopted by over nations, non-governmental organizations and experts at a meeting of over 1500 people held in Jomtien, Thailand.

  • The Whole Child Initiative (Association for Supervision & Curriculum Development, USA)

  • Communities in Schools (SMIP)
    Communities In Schools is the largest dropout prevention organization in the USA. The mission of Communities In Schools is to surround students with a community of support, empowering them to stay in school and achieve in life.

  • Effective Schools/School Improvement Models (SMIP)

  • Positive/Effective Behaviour Support (SMIP)
    PBS evolved from the special education tradition as a method to address the emotional and behavioral needs of students who experience significant difficulties. PBS as an intervention model for individual students has evolved in recent years to address the broader student population and school environment. Schoolwide PBS focuses on establishing consistent expectations for behavior, positive approaches for teaching the requisite behaviors, and strategies for reinforcing the expectations. The targeted behaviors are determined by individual schools and form the basis of systematic management strategies.

  • Social & Emotional Learning (SMIP, Collaborative for Academic, Social and Emotional Learning)
    SEL is a process for helping children develop the fundamental skills for life effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically. These skills include recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations. SEL is also a framework for school improvement. Teaching SEL skills helps create and maintain safe, caring learning environments

  • Character Education/Moral & Religious Education/Social Responsibility (SMIP)
    The CE movement seeks to create schools that foster ethical, responsible, and caring students by modeling and teaching good character. CE emphasizes common values, such as respect, responsibility, honesty, fairness, compassion, courtesy, and courage. The goal is to help young people develop socially, ethically, and academically by infusing character development into all aspects of the school culture and curriculum.

  • Pedagogy and Models Suited to Promoting Human Development and the Social Role of the School
    This sub-list includes several pedagogical models that are better suited to health and social development. These include place-based education, active and cooperative learning, project-based learning and more. Please refer to the summary of different types of instruction included in this Encyclopedia

Promoting Health

Promoting Social Development and Better School-Community Cooperation

  • Community Schools (Desc, International Centre of Excellence on Community Schools,,Coalition for Community Schools, USA, Ukraine Step by Step Foundation and others)

  • Open Schools (Desc, UNESCO, 1998)
    This paper and school based plan was prepared for UNESCO. It defines the principles and characteristics of community education and then described how these can be implemented so as to create open learning communities.

Promoting Equity and Reducing/Alleviating Disadvantages

  • Addressing Health & Equity through Schools(St)This consensus statement was developed as a respone to a WHO Technical Meeting held in Vancouver 2007, which called for greater attention to the community context in which health, education and development programs are delivered. Canadian organizations involved in school health and community education developed a draft statement describing the issues and listing programs relevant to disadvantaged communities in 2008-10. This statement was subsequently endorsed by an international symposium on health, equity and sustainability held in Geneva in July 2010.The focus of this practical statement is to address social determinants, reduce disparities and alleviate disadvantages by selecting and coordinating a variety of policies, programs, services and practices.

  • Health Promotion, Bridging the Equity Gap(St, World Health Organization, 2000)
    Calls for action on social determinants
Promoting Child Protection and Children's Services

  • Full Service/Wrap Around Services Schools (SMIP, North Central Regional Education Laboratory, nd)
    Focused on the delivery of social services and others in schools. The Alberta government(Accountability & Reporting System Improvement Group, 2008) reviewed the wrap around/full service concept in a literature review

Preventing Crime/Violence/Law Enforcement

  • Safe Schools

  • Preventing Bullying

  • Restorative Justice
    Restorative Justice is used in school or youth settings as a means of redressing student misdeeds or harm to others, and is intended to serve as an alternative to in-school or out-of-school suspensions or other punitive disciplinary practices for certain types of student misbehavior. Rather than punishing students in a way that may further alienate them from the school community, the goal of restorative justice is to allow students to learn from their mistakes and retain or regain acceptance in the school community by repairing the damage they have inflicted, while still holding students accountable for their actions. In addition, since victimization can also engender feelings of alienation, the caring and support shown by the community to the victim can also help reintegrate victims with the community.
Promoting Human Rights/Preventing Discrimination

  • Child Friendly Schools (SMIP, United Nations Children's Emergency Fund, 1999 )
    A framework based on the human rights described in the Convention on the Rights of the Child

Promoting Youth Development


Promoting Sustainable Development


Promoting Integration of Approaches through Intersecting Actions


Population or Context Specific Approaches, Programs/Strategies

  • Indigenous School Health Promotion (St, National Collaborating Centre on Aboriginal Health, Canadian Association for School Health, 2007)

  • Addressing Health & Equity Through Schools (St, SMIP, from Symposium and Conference, 2010)
    This statement addresses the needs of communities that are disadvantaged because of econo9mic, social, cultural, geographical or other factors. The statement identified a list of issues that are more relevant to these communities and identifies several programs and multi-intervention plans/models that are more appropriate to consider.

  • Schools in Low Income Countries

    • Millennium Development Goals (St, United Nations, 2000)
      In September 2000, at the United Nations Millennium Summit, world leaders committed to a set of time-bound and measurable goals for combating poverty, hunger, disease, illiteracy, environmental degradation and discrimination against women, now called the Millennium Development Goals (MDGs). The Declaration also outlined a wide range of commitments in human rights, good governance and democracy.

    • Promoting Maternal & Child Health (St, SMIP, UN Partnership for Maternal, New Born & Child Health)
      The newly announced global strategy on women & child health is based on a continuum of care model that will need to be linked to schools in low income countries because they often are the delivery point for primary health care services in those communities.

    • School Feeding/Meal Program (SMIP, UN World Food Program)
      In countries where school attendance is low, the promise of at least one nutritious meal each dayboosts enrolmentand promotes regular attendance. Parents are motivated to send their children to school instead of keeping them at home to work or care for siblings. In the poorest parts of the world, a school meal programme can double primary school enrolment in one year. Among the key beneficiaries are girls, who otherwise maynever begiven the opportunity to learn. As well, schools can provide primary health care to the children efficiently when they attend school


    • Focusing Resources on Effective School Health (St, SMIP, UNESCO & other Un Agencies)
      The FRESH framework is used by several international agencies and organizations as an orgabnizing tool for programs in developing countries.

    • School Health & Nutrition Programs (SMIP, Partnership for Child Development)
      The SHN framework is used to guide the development and implementation of a number of programs for low income countries.

    • Accelerating the Education Sector Response to HIV (SMIP, UNAIDS)
      The UNAIDS Inter Agency Task Team for Education was established as a mechanism for coordinating action onHIV and education among the UNAIDS co-sponsors, bilateral donors and Civil Society. In 2002, the IATT established a Working Group with the specific operational aim of helping countries to “Accelerate the Education Sector Response to HIV and AIDS in Africa”.

    • Food for Education (St, SMIP, World Food Program, Partnership for Child Development)
      Food for Education (FFE) programs provide school feeding and/or take-home rations to support equitable access to education among the most vulnerable and food-insecure population groups of assisted countries. Achieving universal primary education is a main driving force behind today’s FFE interventions and one of the keys to achieving sustainable development.

    • Water, Sanitation and Hygiene for All (SMIP, WASH Campaign, 2006)
      Access to sanitation facilities is a basic human right that safeguards health and human dignity. Every individual deserves to be protected from disease and other health hazards posed by the poor disposal of excreta and human waste. Children, who are the first and the most vulnerable to fall prey to such hazards, deserve a better environment and the highest standard of living possible, according to the Convention on the Rights of the Child, a treaty which has been ratified by nearly every country in the world. The WASH campaign is an effort by the Water Supply and Sanitation Collaborative Council to mobilise political support and action around the world to ensure an end to this suffering. Particular emphasis will be placed on setting a global sanitation target, without which health for all cannot be achieved.

    • School Health Programs in Low Income Countries (St, Education Development Center, 2010)
      This statement is being developed as a follow up to 2007 WHO technical Committee meeting.

  • Schools in Communities Disrupted by Disasters, Wars and Epidemics

    • Education in Emergencies (ST, SMIP, International Inter-agency Network)
      This SMIP is supported by a network UN agencies and NGO's and includes a handbook defining standards for effective responses to wars, natural disasters and epidemics, a resource listing and extensive list of partners and experts. The INEE includes a Coalition for Global School Safety and Disaster Prevention Education.

    • The Sphere Project (St, SMIP, Red Cross/Red Crescent)
      Launched in 1997 by a group of humanitarian NGOs and the Red Cross and Red Crescent movement, The Sphere Project is an initiative to define and uphold the standards by which the global community responds to the plight of people affected by disasters, principally through a set of guidelines that are set out in the Humanitarian Charter and Minimum Standards in Disaster Response (commonly referred to as theSphere Handbook

  • Schools in Faith-based & Religious Communities

  • Schools in Rural and Island Communities








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