Will I earn a professional certificate, CEUs, PEUs, or academic credits upon completing the program? The certificate of completion will be printed and distributed to participants on-site at the conclusion of the program. Yes, the lifestyle medicine and wellness certificate of completion is officially issued by Harvard Medical School. All participants who complete the program will receive a certificate of completion from Harvard Medical School.

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Demonstrates that a school-based, mentored, behavior-change model that is in accordance with USPSTF guidelines and designed to strengthen the implementation of public school wellness policy can advance child health outcomes. In 2 geographically and demographically distinct school districts indicates its potential for the RE-AIM adoption component in other Title 1 schools in proximity to medical and other health-related training programs. In 2016, the same school participated but the intervention was delivered to only 1 class of 51 while another class of 35 students served as controls (KiPOW! Lite), and in 2017, 2 separate schools joined. Intervention consisted of a project planning phase, pre-intervention data collection, the intervention itself, postintervention data collection, and a school picnic with students and their families.

The utilization of farm to school strategies such as this aids in strengthening the relationship between existing agricultural/nutrition services and schools, and the hands-on approach to educating students about nutrition and where their food comes from promotes healthier students and communities. Program coordinators provide ongoing technical assistance and training to districts and schools, supporting implementation of wellness strategies, collaboration with community partners, and sustainability planning. This community-generated, school-based initiative works to create a culture of wellness by providing direct support and motivation to schools and districts as they select and implement evidence-based wellness strategies. Because LI schools tend to have a high proportion of students participating in federally subsidized meal programs, it is possible that federal and state regulations present as a barrier for HI schools as they did not have clear nutritional standards for foods sold outside of federal programming. Extends to Title 1 elementary schools whose students are socioeconomically disadvantaged and at heightened risk for obesity and who stand to benefit most from improved access to healthy lifestyle behaviors.

• While these results give insight into the effectiveness of workplace health and well-being programs, the lack of school specific workplace studies is a major limitation.
• Based on this approach, data were analyzed first through open coding, followed by axial coding while maintaining an inductive approach, before deductive analysis was conducted through the lens of CFIR domains.
• In addition, HI schools identified staff and LI schools identified food at parties (Figure 1).
• In multiple school settings.
• Inclusion criteria at both sites were 1) Title 1 status elementary school, and 2) permission from the schools for KiPOW!
• Offer a valuable supplement to traditional medical education.

Data analysis

Schools can reach a large number of youth with strategies that can lessen the effect of negative experiences and improve students’ health and well-being. What Works in Schools can help ensure that youth have the support they need to be healthy and thrive. Finally, results show the importance of the school wellness conference as a training and socialization process, acting as a catalyst for planning and readiness for implementation. However, it must be noted that this is a logistical challenge Southeast CCBHC Learning Community event when working with schools and it is imperative to adopt flexible approaches to data collection in such dynamic settings. It is important to consider the methods of data collection within D&I science, as researchers must strike a balance between collecting high-quality implementation data without over-burdening school sites 57, 58, thus self-report data may present the most feasible method for obtaining rich information from stakeholders.

Reduced absenteeism means fewer missed lessons and improved comprehension.Healthy students tend to engage more actively with their studies. “Before SBHSN, we didn’t have any mental health services on campus. We stand with school leaders, counselors, families, and educators in building a more inclusive future for student health. We prioritize schools in rural and urban communities that often lack adequate behavioral health infrastructure. At SBHSN (School-Based Healthcare Solutions Network), we believe every child—regardless of zip code—deserves access to quality mental health care directly on their school campus. As more schools recognize the importance of holistic development, we can expect to see a positive impact on student well-being and long-term academic success.