School health is an integral aspect that helps to analyze the wellbeing of children and promote good health in a school environment. The school health components defined to create a healthy environment for children in schools include the 3-component, 8-component, and 10-component health models. The 3-component health model originated in the early 1900s and continued to evolve throughout the years until the early 1980s (Videto & Dake, 2019). The basic components of the health model included health education, health services, and a healthful environment. The 8-component health model was an expansion of the 3-component model in the 1980s. The health model is also referred to as a comprehensive school health program considering that it focuses on a detailed approach to school health. The key components of the health model include health education, health services, a healthy school environment, nutrition services, physical education, health promotion, parent involvement, and psychological and social services. The 10-component health model is a modern model that is built on the previous model to create a full-service school model.
Differences in the Health Models
The first major difference that exists between the 3-component, 8-component, and 10-component health models is the approach of each model. The health models had different components, which created a disparity in the approach used to enhance the aspect of health in schools. For example, the approach used in the 3-component model focused on three factors, which acted as a guide towards promoting the wellbeing of children in schools. The second major difference noted is the variation in the level of impact created using the health models. Each model has a distinct level of impact on the schools and the general health of children and students in the learning institutions. Lastly, the implementation of the health models differs considering the differences provisions defined in each model, which defines the technique used to implement the model.
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Similarities in the Health Models
The first major similarity that exists between the 3-component, 8-component, and 10-component health models is the overall objective and intent in each model. The main objective of the health models is to promote a healthy environment for students in different schools. Considering that health is an integral aspect of education, all the health models intended to enhance the wellbeing of students and improve their health knowledge. Another similarity in the implementation of the health models is the need to involve all stakeholders in the education sector. The effective implementation of all school health models requires the involvement of all stakeholders, as they play a vital role in promoting efficiency in the process.
Why the WSCC Model is a Better Health Promotion Model
The 10-component health model is also referred to as the Whole School, Whole Community, Whole Child (WSCC) Model. The model is considered a better health promotion model that defines a framework for addressing health issues in schools. The first reason why the model is considered a better health promotion model in modern K-12 schools is that it helps to enhance the student and staff engagement (Videto & Dake, 2019). The implementation of the model increases participation in school-related activities thus enhancing the interaction of students and other stakeholders in a school environment. The second reason why the model is better than the other models is the ability to increase coordination and communication in a school environment. Communication is an integral aspect of enhancing the health and education aspect in a school environment. The provisions in the WSCC model focus on a detailed and comprehensive approach to health issues that are relevant in a school environment. Lastly, the model increases awareness among the students of different aspects that relate to health education and the need to create a healthy environment in schools.
Reference
Videto, D. M., & Dake, J. A. (2019). Promoting health literacy through defining and measuring quality school health education. Health promotion practice , 20 (6), 824-833.
