• Values & Principles (A)

1.1 Programs should address the needs of the whole child (intellectual, social, physical, psychological, emotional) and identify and address all of the health/social/economic problems, assets, factors and conditions that affect their health, learning and development. The child's development will be affected by several social determinants. There are several behaviour theories to explain the complex interactions that occur among the child, family, neighbourhood, community and the school.

• Whole Child (A)
• Behaviour theories; Attachment Theory, Connectedness, Family Systems, Health Belief, Multiple Intelligences, Resilience, Social intelligence, Social Learning, Cognitive-Behavioural, Self-Determination, Stages of Change/Transtheoretical, Stigma/Accessing Help, Social Influences,
  
• Determinants (Def); Income (D), Gender (D), Culture (D), Early Childhood Experiences (D)
• Onset of Diseases, problems (Def)
  

1.2 Programs should seek to prevent specific health and social problems and reduce harms but also build positive individual resilience and personal assets as well as family, community and organizational strengths by promoting health, cohesion and social development .

• Assets (A, S, SMIP)
• Harm Reduction (A)
• Health Communications, Information (S)
  
• Health Promotion (S)
• Health Protection (S)
• Health Services (S)
  
• Prevention (Primary, Secondary, Tertiary as well as Universal, Targeted and Indicated)
  
• Risk Reduction (T)
  
• School Health Promotion (Def)
  
• Strength-based Approaches (A)
  

1.3 Programs should promote values and principles such as empowerment, equity, ethics, social responsibility.

• Cultural Diversity, Inclusiveness (A)
• Gender Equity (A)
  

1.4 Programs should be based on a recognition that health and social behaviours, personal health & physical conditions as well as knowledge/attitudes and skills occur and develop over the life course. This should include a recognition of the developmental stages/tasks, and key transitions in young people's lives.

• Adolescent Development (T)
• Brain Development (HPC)
• Child Development (T)
• Developmental Tasks and Stages (T)
• Early Childhood Development (T, D)
  
• Transitions (T, C)
• Life-long Learning (A)
  

1.5. Programs should be based on a clear, evidence-based understanding of the nature and prevalence of the health or social problems, strengths/assets, conditions or behaviours being addressed and the impact of the physical and social environment of the school on those problems, strengths/assets, conditions or behaviours.

• Chronic Obstructive Pulmonary Disease (COPD) (HPC)
  
• Disabilities (HPC); Physical, Intellectual, Learning
• Genetic Defects (HPC, KAS)
• Intelligence (HPC)
• Vision & Eye Health (HPC)
  

• Acute Respiratory Diseases (HPC)
• Cancer (HPC)
• Cardiovascular Disease (HPC)
• Diabetes (HPC)
• Eye Damage (UV Rays)
  
• General Health (HPC, KAS)
• Growth & Development (HPC, KAS)
• Hearing (HPC)
• Infectious Diseases (HPC, KAS)
• Influenza (HPC, KAS)
• Lung or Respiratory Health (HPC, KAS)
• Oral, Dental Health (HPC, KAS)
• Tuberculosis (HPC, KAS)
  

• Child Abuse & Neglect (HPC, KAS)
• Child Sexual Abuse (HPC, KAS)
• Family Violence (HPC, KAS)
• Food Security (HPC)
• Housing (D)
• Income (D)
• Parasites (HPC, KAS)
• Parent Influences on Health (D)
• Violence (HPC, KAS)
  

• Eating Disorders/Disordered Eating (B, KAS)
• First Aids Skills (B, KAS)
• Hygiene (B, KAS)
• Injuries and accidents (B, KAS)
• Nutrition/Healthy Eating (B, KAS)
• Physical Activity (B, KAS)
  

• Aggression (B, KAS)
• Alcohol Use & Abuse (B, KAS)
• Anti-social behaviours (B, KAS)
• Bullying (B, KAS)
• Crime (B, KAS)
• Delinquency (B, KAS)
• Drug Use (B, KAS)
• Family Life Skills (B, KAS)
• Gambling (B, KAS)
• Inhalants (B, KAS)
• Internet Safety (B, KAS)
• Misuse of Medications (B, KAS)
• Mental Health (HPC, B, KAS) Includes Positive Mental Health, Mental Health Problems and Mental illnesses/Suicide
• Positive Youth Development (A)
• Substance Use & Abuse (B, KAS)
• Tobacco Use (B, KAS)
• Truancy (B, KAS)
  

• Ethics, character education (I)
  
• Spirituality
• Religion/Faith
• Life/Work Planning
• Self-knowledge/Esteem (A)
  
• Social responsibility (A)
• Service Learning Programs (I)
• Suicide (B, KAS)
  

• Gender Equity (B, KAS, A)
• Human Rights (B, KAS, A)
• Racism/Discrimination (B, KAS)
• Social Responsibility (B, KAS)
  

• Allergies (HPC, KAS)
• Artificial Tanning (B, KAS)
• Asthma (HPC, KAS)
• Environmental Health Concerns (HPC, KAS)
• Environment & Health (Concern for Sustainability) (A, KAS)
• Pesticides (HPC, KAS)
• Radon (HPC)
• Skin Cancer/Sun Safety (HPC, B, KAS)
  

• Basic education and Literacy (KAS)
  
• School Dropout (B)
• Successful Transition to Training or Education or Work
  

1.6 Programs should be based on a clear understanding of the influence of the social and physical; environment of the school on the health or social problem being addressed.

• Physical
  
• Social
• School Organization (Recess, Lunch hours, transportation, grounds etc)
  
• Student Evaluation/Promotion/Retention Practices
  
• Transitions between levels of schooling and between schools
  

2.1 Programs should address the needs of all children, but should also include special measures for more vulnerable children, families and sub-populations, or for particularly high risk behaviours or situations. (eg Children of alcoholic parents)

• Aboriginal students (SP)
• Adopted Children (SP)
  
• Boys (SP), Boys Education (I)
  
• Children of Addicts (SP)
  
• Girls (SP), Girls Education (I)
• Children with disabilities, special needs (SP)
  

2.2 Programs should explicitly address social, economic, cultural or geographical determinants and seek to alleviate disadvantages relating to such families or communities.

• Determinants (Def)
• Disadvantaged Schools (C), Community Schools (SMIP)
• Aboriginal Schools (C) Indigenous School Health (SMIP)
  

3.1 Program planning should take into account the different, overlapping and interacting contexts (home, school, neighbourhood, community) that affect the health, learning and development of children and families.

• Community Development Theories (T)
• Complexity Theory (T)
• Geographic Information Systems (A)
• Influence of the neighbourhood
  

3.2 Program planning should first understand the community context and then specifically address the elements of that context that most affect children and youth.

• Aboriginal schools (C)
• Affluent Schools (C)
• Disadvantaged Schools & Communities in High Income Countries (C)
• Disrupted Schools & Communities (C)
• Inner city, multi-ethnic schools (C)
• Religious Schools (C)
• Rural Schools (C)
• Schools in Slums in Low income Countries
  
• Low income countries (C)
  
• High, Middle Income Countries (C)
  

• Comprehensive Approaches, Coordinated Programs, Whole School Strategies (SMIP)
• Ecological and Systems-based Approaches (A)
• Settings-based Approaches (A)
  

4.1 Policy-makers, officials, administrators, and practitioners should build a comprehensive approach while simultaneously addressing specific urgent issues or the elements/programs within a coordinated set of interventions. This means that data on child/youth needs (See list of behaviours/conditions above) as well as other needs and capacities should be assessed, monitored and reported regularly. Relevant multiple interventions should then be identified and coordinated in a recognized school multiple intervention program.

• Ecological and Systems Approach (A)
  
• Monitoring & Reporting Systems (I)
• Data-based Decision-making (A)
• Needs Assessments (I)
• Capacity Assessments (I)
• Intervention mapping (A)
• Strategic Issue & Trend Management (OC)
  
• Capacity-building (A)
  

4.2 Holistic approaches can address clusters of problems and conditions using combinations of synergistic programs policies, services and other interventions.

• Clusters of Negative Behaviours & Conditions, Synergistic Programs (S)

4.3 Programs should be developed and implemented at multiple levels within systems and across several systems and then delivered using the school as a hub.

• Interventions (Def)
  

5.1 Policy-makers, officials, administrators, and practitioners should select evidence-based programs, policies and practices.

5.2 Multiple programs should be delivered in several domains. These include:

a) Policies, mandates & procedures adopted and implemented by school boards, health authorities, other agencies and ministries (eg School Health Policies)

• Ministries; Education, Health Social Services, Law Enforcement, Housing, Other
  
• Agencies; School Boards, Health Authorities, Police departments, Social Service Agencies, Other
  

• Advocacy (S)
• Policy-making Process
  

b) Instruction & informal education

• Career Education (I)
• Family Studies/Home Economics (I)
  
• Health, Personal, Social Development Education (I)
  
• Physical Education (I)
  

• Curriculum (Def)
  
• Curriculum Design (Scope & Sequence) (I)
• Curriculum Supplement (Def)
  
• Health Learning Outputs (KAS)
• Health Literacy (KAS)
• Instruction (Def)
• Instructional Program (Def)
• Internet-based Learning (I)
• Peer-led Instruction (I)
• Student Assessment in Health, Social Development
• Take home learning activities (I)
  

• External Presenters (I)
  
• Learning Theories (T)
• Learning Styles (T)
• Student Health Report Cards
• Teacher Education (I)
• Teacher In-service training (I)
• Teaching/Learning Materials (I)
• Teaching Methods (I)
• 
  

c) Health, social & other services

• After school Programs (I)
• Brief Counselling (I)
• Child Protection Services (I)
• Comprehensive Guidance Programs (I)
  
• Day Care Services (I)
• Early Childhood Programs & Services (I)
• Emergency Response Procedures & Programs (I)
• Family Services (I)
• First Aids Services (I)
• Food Services (I)
• Guidance & Counselling Services (I); Role of Guidance Counsellor
  
• Head Start Programs (I)
• Health Care/Preventive Health Services (I) Including role of Physicians in Schools (I), working with Physicians Offices in Community (I) , Role of School Nurse
  
• Health Clinics in Schools (I)
  
• Housing Authorities (I)
• Immunization Services (I)
• Learning Assessment Services (I)
• Administering Medications in schools (I)
• Mental health Services (I); Role of mental health workers
  
• Nutrition Services (I)
• Parent Resource Centres (I)
• Pastoral Services; role of pastor, cleric
  
• Psychology Services (I); Role of School Psychologist (I)
• Public Health Services; Role of Public Health Inspector, Role of School Nurse
  
• Health Promotion Services; Role of School Nurse
• Restorative Justice Programs; Student Courts
  
• Addictions Services; Role of Addictions worker or School Resource Officer
• School Dropout Prevention/rRemedial Education Services (I)
• School Feeding Programs (I)
• School Meal Programs (I)
• Social Services; Role of School Social Worker (I)
  
• School Security Services; Role of Police Officers (I)
  
• Sexual Health Clinics (I)
• Special Education Services (I)
• Student Services (I)
• Youth Employment Services (I)
• Youth Diversion Programs (I)
• Youth Service Programs (I)
  

• Coordinated Case Management (S)
• Early Identification and Referral (S)
• Screening (I)
  
• Coordination with Treatment (S)
  
• Re-integration into schooling (S)
  
• Student Health Records (I)
  
• Youth-friendly services (A)
  

d) Positive social environment and social support (school climate) (Def) & trusting relationships)

• Classroom Management (I)
• Community Awareness Campaigns (I)
• Community Organizations, coordination (I)
• Community Service Programs (Post-Sec) (I)
• Community Use of Schools (I)
• Media Campaigns (I)
• Social Marketing Campaigns (I)
  
• Mentoring Programs (I)
• Parent Information, Involvement, Education and Support Programs (I)
• Peer Helper Programs (I)
• School Activities (I)
• School Climate Programs (I)
• School Clubs (I)
• School Discipline & Rules (I)
  
• Student Leadership Programs (I)
• School Sports (I)
• School Security (I)
• Staff Wellness (I)
• Influence of the Internet as a Social Setting (I)
  
• Youth Empowerment (A)
• Youth Engagement (A)
• Parent Involvement (A)
• Community Involvement (A)
  

e) Healthy physical environment & practical resources

• Field Trips (I)
• Food Safety (HPC, I)
• Air Quality (HPC)
• Lighting (HPC)
• School Equipment, Desks, (HPC)
• Mould (HPC)
  
• Playgrounds Safety (I)
• Sanitation, including washrooms
• School Buildings, School Design (I)
• School Buses (I)
• School Laboratories (I)
• School Facilities (HPC)
• School Grounds
  
• School Maintenance (HPC)
• Transportation routes and methods to school
• Clean Water at School (I)
  

• Environmental Hazards Management (I)
• Sharing Facilities, Grounds, Equipment (I)
• Universal Hygiene Precautions
  

• Adoption (Def)
  
• Implementation (A)
• Institutionalization & Sustainabiliity (Def)
• Multi-level Change Models (A)
• 
  

6.1 Identify, consider and use key mechanisms and local drivers

• Local Mechanisms (Champion, staff involvement, parent involvement, community involvement, student engagement, technical support, evaluation support)
  
• Local Drivers(S) (Personalities, incidents, history of the issue in the community, former attempts to deal with the issue etc)
  

6.2 Use an evidence-based implementation process and model that includes a) required parent involvement b) required student involvement c) required community involvement d) required staff involvement e) required expert review f) required consultation and g) evaluation and reporting procedures

• Evidence-based Implementation Plans (A)
• Needs Assessments (I)
  

6.3 Consider carefully how the innovation will be distributed, disseminated or diffused (brought to a larger scale)

• Diffusion (T, S)
• Distribution/Promotion (S)
• Dissemination (S)
  

6.4 Consider and select the systems change approach and model that is most appropriate to your circumstance

• Education Change Theories (T)
• Health Promotion Planning Theories (T)
  

7.1 Policy-makers, officials, administrators, and practitioners should select or develop a "school multiple intervention plan, model or framework (SMIP). This plan can be a comprehensive approach, coordinated agency-school program or whole school strategy used to coordinate several programs, policies, practices and services across five domains (policy, instruction, services, social environment, physical environment/resources) to achieve maximum impact in whole school and school-community strategies. The plan or model can then be developed into a Multi-Intervention Program (MIP) with specific interventions that are feasible and appropriate to the local context and capacities of the school, community or agency.

• Active Schools (SMIP)
• Alternative Schools (SMIP)
• Child-Friendly Schools (SMIP)
• Community Schools (SMIP)
• Drug-free Schools (SMIP)
• Eco-schools (SMIP)
• Effective Schools (SMIP)
• Effective Behaviour Support Programs (SMIP)
  
• Emergency Preparedness Planning (SMIP)
  
• Essential Package of School Programs (SMIP)
  
• FRESH (Focusing Resources for Effective School Health) (SMIP)
• School Health & Nutrition Programs (SMIP)
  
• Health Promoting Schools (SMIP)
• Inclusive Schools (SMIP)
  
• Indigenous School Health (SMIP)
  
• Injury-free schools (SMIP)
  
• Nutrition-friendly Schools (SMIP)
  
• Safe Schools (SMIP)
• Social and Emotional Learning (SMIP)
  
• Tobacco Free Schools (SMIP)
  
• Literacy/Basic education for All (SMIP)
• Preventing School Dropouts (SMIP)
• Open Schools (SMIP)
  
• School Mental Health Programs (SMIP)
• School Substance Abuse Prevention (SMIP)
  
• Safe & Caring Schools (SMIP)
• Wrap-around Services/Coordinated Service Delivery/Full Service Schools (SMIP)

7.2 Policy-makers, officials, administrators, and practitioners should seek to influence the whole school environment, not just deliver programs or interventions within the school.

7.3 Policy-makers, officials, administrators, and practitioners should initiate, and support community-school Interactions.

8.1 Policy-makers, officials, administrators, and practitioners should seek congruence with the educational mandate of school

• School Accountability & Reporting Systems (I)
• School Improvement Processes & Programs (I)
  

8.2 Policy-makers, decision-makers and practitioners should and anticipate competition and conflicts caused by divergence or competition with the academic/ educational roles/needs of the school.

• Capacity-building (S)
  
• Capacity Assessments (I)
  
• Continuous Improvement (S)
• Organizational Development Theories; Learning Organizations (T), Total Quality (T) Management & Leadership (T)
• Organizational/System Capacity (OC)
  

9.1 Build baseline capacities (and research/documentation to support this) in regard to minimum staffing, service levels, and time available in the curriculum and professional development programs.

9.2 Build different types of capacities including:

a) Coordinated policy/leadership (OC)

• Advocacy (S)
• Coordinated Policy (OC)
• School Health Networks (S)
  

b) Staff assigned to coordination at all levels (OC)

• Coordinators; roles, competencies, training (OC)

c) Formal & informal mechanisms for cooperation(OC)

• Coordination Mechanisms (OC)
• Consensus/Shared Vision Statements (S)
• School Health Committees (I)
• Inter-ministry Agreements
• Inter-agency Agreements
  

d) Ongoing knowledge synthesis & exchange (OC)

• Best, Better, Promising Practices (Def)
• Communities of Practice/Knowledge Networks (S)
• Cost-benefit, cost-effectiveness (T)
• Evidence, Levels of (Def)
• Experience, Levels of (Def)
• Evidence-based Interventions (Def)
• Experience-based Interventions (Def)
• Evidence-based and informed Decision-making (Def)
• Knowledge Broker (I)
• Knowledge Exchange (OC)
• Practice-based research (A)
• Staff development Theory (T)
  

e) Ongoing Workforce development (OC)

• Adult Learning (A)
• Competencies, of staff (Def)
  
• Reflective Professional Practice (A)
  

f) Monitoring & Reporting & Evaluation (OC)

• Data-based Decision-making (S)
• Indicators (O) Indicator Development (OC)
  
• Logic Models (A)
• Monitoring & Reporting Systems (I)
  
• Program Evaluation (I)
  
• Self-Assessment Tools & Programs (I)
• School Award and Accreditation Programs (I)
  
• School Recognition Programs
  
• Research Methods (A)
• Research Issues (A)
• Surveys, Survey Development (OC)
  

g) Joint issue management, priority-setting, trend analysis (OC)

• Issue Management (OC)
• Intervention Mapping (I)
  

h) Explicit sustainability planning (OC)

• Institutionalization (Def)
• Sustainability of Programs (A)
  
• Sustainability Planning (I)
  

9.3 Build capacities at all levels (government, agency, school, professional, community)

• Ecological and Systems-based Approaches (A)
• Systems Theories (T); complexity, ecology,
  
• Systems Thinking (T)
• System Characteristics (T)
• Systems Change Theories (T)
• Open Systems (T, OC)
• Complexity Theory (T)
• Chaos Theory (T)
  

10.1 Understand the nature of open systems and the impact of openness

• Systems stasis and stability ()
• Boundaries between systems
• System-environment interactions
• Context changes
  

10.2 Understand decision-making in loosely-coupled systems

• Loosely-coupled systems (T, A)
• Adopter concerns
• Policy Levers
• Ecology/micro-politics of schools
• Role/style/status of senior leaders/managers
• Role/style/status of middle managers
• Role/style/status of front-line workers
  

10.3 Understand the features of professional bureaucracies

• Professional Bureaucracies (T)
• Influence of structures
• Internal communications/Informal Communications
• Social Networks within Organizations
• Multi-level systems
• Non-rational decision making
• Knowledge as power and influence
• Organizational culture
• Organizational readiness to innovate
• Professional norms/ideologies/acculturation
• Sociology/work life, career patterns of educators, nurses, police officers guidance counsellors, social workers
  

10.4 Know about working across multiple systems

• Cooperation, Types of (T)
• Inter-agency cooperation (S)
• Inter-disciplinary Cooperation (S)
  
• Inter-ministry Cooperation (S)
• Inter-professional Education and Training (I)
  
• Whole of Government Approaches (A)