Assessing District Policy Alignment with the Whole School, Whole Community, Whole Child Model in Connecticut, 2019 to 2020

Bibliographic Data

ID21354656
AuthorsSarah L McKee (0000-0003-4003-9578, Rudd Center for Food Policy and Obesity University of Connecticut, 1 Constitution Plaza, Suite 600 Hartford, CT 06103, corresponding author), Taylor A Koriakin (0000-0003-0603-2946, EASTCONN,10 Commerce Drive, Columbia, CT 06237), Taylor Thorne, Jessica B Koslouski (0000-0002-7728-2515, Neag School of Education University of Connecticut, 249 Glenbrook Road, Unit 3064, Storrs, CT 06269, corresponding author), Sandra M Chafouleas (0000-0001-7166-1365, Neag School of Education University of Connecticut, 249 Glenbrook Road, Unit 3064, Storrs, CT 06269, corresponding author), Marlene B Schwartz (0000-0002-8939-1954, Rudd Center for Food Policy and Obesity University of Connecticut, 1 Constitution Plaza, Suite 600 Hartford, CT 06103, corresponding author)
Year2022
Volume92
Issue6
Pages594-604
Publication date2022-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of School Health (JOURNAL)
Journal identifiersISSN: 0022-4391 • E-ISSN: 1746-1561
PublisherWiley (PUBLISHER • GB)
DOI10.1111/josh.13183
PMID35288931
OpenAlexW4220949577
LanguageEN
Citations received1
References cited6

BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model offers a comprehensive framework for creating safe, healthy, and supportive school environments. However, few studies to date have examined the degree to which school policies represent a comprehensive and integrated approach to this goal beyond nutrition and physical activity. Therefore, the purpose of this study was to provide a baseline evaluation of the alignment of district-level policies with the WSCC model within one state. METHODS: Fifty-four Connecticut public school districts' policies were evaluated using the WellSAT WSCC, a new measure of how well district-level policies address topic areas within each domain of the WSCC model. The comprehensiveness and strength of each district's policies were calculated and then averaged across districts to assess areas of strength and need. RESULTS: Districts' policies were most comprehensive in the domains of Social and Emotional Climate; Behavioral Supports (Counseling, Psychological, and Social Services); and Family Engagement. Policies were strongest for Safe Environment (Physical Environment); Behavioral Supports; and Health Services. CONCLUSIONS: School district policy coverage of the WSCC model within Connecticut varies by domain and is often fragmented. Comprehensive and coordinated policies modeled from WSCC domains are needed to better support safe, healthy, and supportive school environments.

Baseline (sea) · Environmental health · Mathematics education · Political science · School district · Early Childhood Education and Development · Medicine · Obesity, Physical Activity, Diet · Psychology · School Health and Nursing Education

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