Session 4: The Health Promoting School (HPS)

Objectives:

At the end of the session, the participants will demonstrate

1. a clearer understanding of the Health Promoting School (HPS) concepts.

2. knowledge on the development of a health promoting school.

Content:

Health Promoting Concepts

* Components of Health Promoting Schools

* Characteristics of a Health Promoting Schools

Materials:

Puzzle, checklist "How is your school", cartolina - red, purple, blue, light yellow. Transparencies on background, definitions, components of HPS including benefits derived from HPS.

Training Methodology
A. Introduction/Mood Setting
* Distribute the puzzle to the participants

 A  B  Z  R  P  W  A  E  F

 E  D  M  S  R  E  U  H  G

 N  F  M  T  O  R  O  L M

 C  G  N  U  M  I  C  O  S

 H  L  P  V  O  S  D  N  C

 H  E  A  L  T  H  B  C  H

 B  C M  P  I   J   I    K  O

 F  G  E  Q  N  E  R  J   O

 H  K  L  M  G  O  P  S  L

* Ask the participants to look for three words contained in the puzzle.

* Give them three minutes to do the task individually.

* After three minutes;

  Ask: What words did you find? (Health Promoting School)

  What do the words imply?

B. Activity

1. Divide the participants by school. Give each group the checklist on "How Healthy is Your School".

2. Give the following directions:

  a. Cooperatively answer the checklist. There are 24 items in the checklist. Check the items that best describe your school.

   b. Count the items you checked and write your score on the box at the end of the list.

   c. If you scored 23-24 points give yourselves a RED HEART; if you scored 18-22 give yourselves a BLUE HEART; if you scored 13-17 give yourselves a LIGHT YELLOW HEART. You may cut your heart from the cartolinas available in the room. Write the name of your school on the heart.

3. Call the attention of the participants to the big RED, PURPLE, BLUE, and LIGHT YELLOW HEART posted in front.

4. Ask them to present their group rating and explain why they got such heart,

5. Let them post their heart to the corresponding BIG HEART in front.

6. Synthesize different group ratings and discuss areas for improvement.

7. Give lecturette on the following;

* The rationale of HPS Approach

* Definition of a Health Promoting School (HPS)

* Benefits of the school from the HPS Approach

C. Learning Points

Solicit from the participants the important insights they gained from the session.

Ask: Are you satisfied with your rating? Why? Why not?

D. Application

Cite how you make your school a health promoting school based on the different aspects.

     Aspect                                                              What to do in my school

  Curriculum, Teaching and Learning

  School Organization, Ethos and Environment

  School Partnership and Services

End the session with this food for thought 

* Children are like wet cement. We can mold them, shape or leave them alone and blindly hope that they wil make it in life. What difference it will make if we learn to invest our time, treasure and talents to cultivate the lives of those entrusted to us by God Almighty.

                              How Healthy is Your School

School___________________________________________________ Region______________
District___________________________________________________ Division_____________
Respondent/s__________________________________________________________________

Check the items that best describe your school
1. Does your school enhance the children's heath and well-being.
    Do you have or are you doing the following?

() Your school maintains and regularly updates a health record of each pupils.
() Your school holds annual weighing and health examination of your pupils.
() Your school holds annual dental examination of your pupils.
() Your school treats or refers pupils with health problem.
() Your school treats pupils with decayed teeth.
() Your school ha a feeding program for malnourished children.
() Your school serves or sells healthy and nutritious food in your premises.
() Your school practice proper waste disposal.
() Your school has a steady supply of clean and safe drinking water.
() Your school has a separate toilet facilities for boys and girls consisting of urinals and lavatories that are regularly maintained and kept clean.
() Your school has a functional clinic.

2. Does your school guarantee safe ad protective spaces for children?

() Your classrooms have proper ventilation and lightning ad enough space for 45-50 pupils.
() Your classroom desk and other furniture are sized to the age of the pupils. In the case of shared desk, each pupils has enough space to do seatwork.
() Your classrooms layout ad furniture allow pupils to interact and do group work.
() Your classrooms have a bulletin board or a corner that displays helpful learning materials such as posters, illustrations, newspaper and magazine clippings, and your pupils own works.
() Your classrooms, facilities and premises are regularly maintained and kept clean.
() Your school has library for reading and for study.
() Your school has facilities and equipment for recreation and sports.
() Your school has sufficient lawn and space and vegetation.
() Your school has duly assigned personnel in charge of securing it's premises, its properties ad those of it's pupils and teachers.
() Your school coordinates with the barangay and local authorities to ensure the safety and protection of your pupils.
() Your school has a policy against discrimination with regard to gender, cultural origin, social status, religious belief and others.
() Your school has a program for children with special needs.
() Your school use non-threatening styles of disciplines.

Rationale for HPS Approach
a.) More effective and comprehensive approach to learning
* Holistic view of the physical, social, mental, intellectual, spiritual, ad environment dimensions of health
b.) Teachers and school community focused for students HP.
* Teachers as key figures on the lives of children
c.) Takes into account health research and need for integrated health service delivery
* Good health and education are interrelated
* Social morbidity
* Integrated approach for health service delivery
d.) Health education and promotion are cost effective
e.) HPS approach a framework to draw current activity
f.) HPS adopt a more effective approach compared to vertical programs

What is Health Promoting School (HPS)
* A place where all members of the school community work together to provide students with the integrated and positive experiences and structures which promote ad protect their health.

Includes:
* Formal and informal health health curricula
* Safe and healthy school environment
* Provision of appropriate health service
* Involvement of the family and community

Three Components of Health Promoting School
1.) Curriculum, Teaching and Learning
- Provides sufficient information
- Develop skills relevant to physical & phychosocialhealth
* Decision-making
* Abilities to participate
* Self-assertion, communication
* Personnel values, positive self-concept
2.) School Orgaization, Ethos and Environment
- Encompass the whole school environment
* Physical environment
* Social relations
* Organizations structure
* Policies and practices

Physical Environment
* Adequate lightning and ventilation
* Ideal classroom size
* Adequate classroom
* Adequate water ad sanitation
* Adequate play ad safe recreation facilities
* Social interaction areas

Social Relations
- School climate-relationship among staff
* Openness of communication
* Responsiveness to suggestions for change
* Collegial atmosphere
* Mutual helpfulness
- Classroom climate
* Teacher-student and student-student relationship

Organization Structure
* School Health Committee
* Clinic/First Aid Teachers
* School Health Workers
* Little Doctors and Nurses

Policies and Practices
* Day to day guidelines and incentives
* Types of food served and sold
* Wearing of protective equipment
* Involvement in decision-making
* No smoking policy

Session 3: The DepEd Integrated School Health and Nutrition Program (DepEd -ISHNP)

Objectives:
At the end of the session, the participants will be able to understand the following concepts:
* Health and Nutrition Education
* Healthful School Living
* Health and Nutrition Services
* School Community Coordination for Health and Nutrition

Content:
 Integrated School Health and Nutrition Program

Materials:
 Masking tapes, pentel pens, Manila paper, transparencies on ISHNP

Training Methodology:

A. Introduction/Mood setting
1. In a plenary session ask the participants to identify the health and nutrition programs that are implemented in their respective communities.
2. Write down the responses of the participants on the board.
3. Ask the participants the following questions:
* Who are the recipients of these programs?
* Which of these programs are being sustained?
4. If there are existing health and nutrition programs in the community, there is also a health and nutrition program in the DepEd.

B. Activity
1. Distribute survey forms to participants and ask them to fill up survey forms.
2. Divide participants into 4 groups and assign each group into 4 components such as Health and Nutrition Education, Healthful School Living, Health and Nutrition Services; and School Community Coordination for Health and Nutrition.
3. Ask them to separate their filled-up survey forms as to component and submit them to the assigned groups.
4. Ask assigned group to coordinate data and prepare a report on analysis of the data.
5. Present data gathered and analyzed.
6. Deliver a lecturette on the Components of the Integrated School Health and Nutrition Program.

C. Learning Points
* Draw out from the participants objectives, approaches of the different components of the ISHNP.
* Refer to readings on ISHNP.

D. Application:
* Considering the status of the school health and nutrition program in your school,where do you want to improve? What will you do? Fill up the chart.

Areas of school Health and                                     Activities to Undertake to Improve
Nutrition Program                                                   My School Health and Nutrition Program

Components of the Integrated School Health and Nutrition Program
* The Integrated School Health and Nutrition Program is a coordinated course of action undertaken in schools to promote optimum physical, mental and social health of the school population. It is an intgral part of the school curriculum , and has four (4) components to wit:

I. Health and Nutrition Education
* Is the organization of learning experiences directed towards the development of favorable health and nutrition knowledge, attitudes and practices which may be formal or informal.

Objectives:
* Presents basic knowledge and facts which serve as guides in the development  of desirable health and nutrition habits;
* Develops proper values toward health and nutrition resulting to a healthful behavior; and
* Provides opportunities to put into practice health and nutrition learning

Approaches for Health and Nutrition Education
* Formal Teaching - health and nutrition concepts messages are integrated i the different subject areas based on Basic Education Curriculum on identified proper entry points or in TCP Approach to Health and Nutrition Education.
* Incidental/Informal Teaching - health and nutrition concepts are given whenever opportunity/teachable moments occur such as: chair-side teaching, individual or group discussion, community assemblies, pre and post conference, symposia, lecture-discussion and field trips.
* Integration of health and nutrition messages in co-curricular activities like scouting, canteen services, sports, food production among others.

II. Health and Nutrition Services
* These are procedures designed to determine the health and nutrition status of the school population with appropriate intervention.

Objectives:
* Appraise the health and nutritional status of pupils ad school personnel.
* Counsel pupils, parents and others concerning appraisal/assessment findings.
* Encourage the immediate management of defects.
* Assist in the identification and education of handicapped children.

Six (6) Aspects of Health and Nutrition Services:
1. Health and Nutrition Appraisal - process of determining the total health and nutrition status of the children through:
* History taking
* Teachers and public health nurse observations
* Screening Test
* Physical examination/assessment

Kind of Health and Nutrition Appraisal and Screening Procedures:
A. Health Examination - is the complete and extensive assessment of the health and nutrition status of the school population undertaken by the school health and nutrition personnel.
B. Health Inspection - is the physical assessment of the individual which includes the following:
* arms, hand and fingernails
* eyes
* nose
* teeth
* mouth and throat
* ears
* neck and chest
* hair
* feet and legs
* skin
* height and weight
C. Daily Classroom Observation - This is a teacher's activity. The teacher passes through the aisle and looks at the pupils one by one. The purpose of this observation is to check the cleanliness of the children and to discover early signs and symptoms of diseases and deviation from normal health. Those pupils/students who show signs of communicable diseases are referred to the physician/rural health physician.

2. Health and Nutrition Counseling, follow-through and referral
These are activities which nurses,teachers, physicians, dentist, nutritionist, guidance counselors and others undertake to explain the findings found during the health/nutrition assessment to the pupils/students and help develop a plan of action which will lead to the solution of their health problems.

a. Health and Nutrition Guidance and Counseling are essential parts of a well-planned school program. It helps the child to be aware and adjust himself to problems which are difficult for him to solve alone. These problems are often recognized through daily or continuous observation of pupil's physical condition ad behavior by teachers, school health and nutrition personnel ad parents.

b. Referrals
Findings during health appraisal must be followed up immediately by measures for correcting defects. Minor infections or ailments can be taken cared of in the school clinic. If school physician is not available, the case maybe referred to any of the following:
* Provincial Health Hospital
* Rural Health Unit
* Department of social Welfare and Development
* Private Health Practitioner
* Other cooperating agencies/organizations

3. Prevention and Control of Communicable Diseases
Most ailments that cause pupils,students to be usually come from minor ones if left untreated and which later get worse. Pupils/students must know the early signs and symptoms of communicable diseases in order to prevent the onset and avoid complication.

Prevention and control of communicable diseases is done through:
a. Education of pupils, teachers, parents or community as a whole.
b. A coordinated program of immunization by the school, health agencies and other civic organizations.
c. Early detection of the signs and symptoms of communicable disease.
d. Isolation and exclusion of affected pupils.

4. Safety, First Aid, Emergency Care and Correction of Remedial Defects.
* First aid is the immediate and temporary care given to the victim of an accident or sudden illness until the service of a physician can be obtained.
* It refers to the measures taken to prevent injury, further harm or even death. The injured person can be attended to by someone competent to give remedial treatment.

Objectives:
* Provide first aid treatment in case of injury
* Give temporary relief until further arrangement can be done
* Familiarize pupils/students with simple first aid procedures
* Develop desirable attitude toward the prevention of accident safety consciousness
* Develop sense of personal responsibility in reporting accident to see that immediate care is provided

Procedures:
For sudden illness occurring in school, the following steps shall be considered:
a. Administer first aid
b. Notify parents regarding the injury or illness
c. Arrange transportation for the child if parents cannot go with him/her
d. Refer patients to health agencies, if necessary
e. Follow-up cases

5. Care of Exceptional Children
Exceptional children are those who deviate from normal or average children.
A. Classification
* Mental deviates - mentally gifted and mentally retarded
* Physical deviates - deaf and hard of hearing, blind and partially sighted, speech defects, harelip and cleft palate, cripples and defective, tubercular, malnourished and the epileptic.
* Emotional - social deviates - truants, delinquents, socially maladjusted and those with behavioral problems.
B. Procedures in identifying the exceptional children are the following:
1. Mental Deviates
  a. Intelligence test
2. Physical Deviates
  a. Health examination
  b. Vision testing
  c. Hearing test
  d. Teachers observation
3. Emotional-Social Deviates
  a. Teachers observation
  b. Referral to psychologist and/or psychiatrist

6. Promotion of the Health and Nutrition of School Population.
The school has the obligation to take care of the health and nutritional well-being of the school population. Children and students get the greatest benefits from the school experience when teachers and school administrators are in good health.

6.1 Yearly physical and laboratory examination like chest x-ray, ECG, urinalysis etc. are required for all school personnel.

6.2 Provision of supplemental feeding in the form of snacks, lunch supplements, hot lunch serving indigenous, nutritious and affordable food for malnourished school children.

III. Healthful School Living
* It pertains to the provision of wholesome and safe environment, harmonious interpersonal relationship and organization of a healthful school day.
* For a child to learn, observe and practice sound health and nutritional habits, a healthful school environment with adequate provision of facilities offers great opportunity to effect concrete application of theories learned in the classroom. A healthful environment serves as good vehicles for acquiring knowledge pertaining to orderliness, safety, cleanliness and appreciation of beauty and the values of health and nutrition.

Objectives:
1. Provide an environment conducive to optimum growth and development;
2. Educate school teachers and other school personnel to appreciate environment factors and sanitary practices which will contribute to good health and nutrition and provide opportunities for pupils to internalize good health and nutrition values;
3. Maintain adequate sanitation in the school and provide means to carry over the values to the home and to the community;
4. Promote wholesome interpersonal relationship through a healthful physical, mental, social and spiritual atmosphere.

A. Healthful School Environment
It pertains to the provision of school environment suitable and conductive to learning. School safety and sanitation includes adequate lighting, proper ventilation, safe water supply, adequate and sanitary drinking, handwashing, toothbrushing and foot washing facilities, ample space for building safe and clean school building safe and clean school building,safe playground apparatus, proper seating arrangement, safety from accident, hazards, freedom from noise and the provision of good drainage. In this connection, the standards and the provision of health and nutrition facilities are the following:
A. Physical environment
The following requirements shall be observed.
1. Toilet-Child-Ratio
     Boy - 1 urinal: 100 boys
     Girls - 1 toilet bowl: 50 girls
     It is encouraged to put one toilet inside the classroom
2. Drinking facilities - 1 in every classroom
3. Handwashing/Toothbrushing facilities - 1 in every school
4. Functional clinic - 1 in every school
5. Canteen - 1 in every school
6. Building construction (refer to DECS Educational Facilities Handbook)
7. Classroom set up (refer to DECS Educational Facilities Handbook)
8. Drainage/Water disposal
9. School garden
10. Health and personality corner in every classroom depending on grade level (Health corner-grade I&II, personality corner-grade III-IV)

B.Emotional climate
1. School administrators shall take leadership in the promotion of wholesome emotional and social climate in the school.
2. School administrators shall set policies and procedures for maintaining and promoting health of the school population through wholesome interpersonal relationship.

C. Organization of a Healthful School Day
The organization of a healthful school day is an aspect of healthful living which includes the healthful arrangement of daily school program for the development of the health and nutritional well being of the pupils and teachers alike.

This requires that the School Health and Nutrition Program considers the physiological, emotional and psychological needs of children, teachers and non-teaching personnel. It must be arranged to prevent fatigue, boredom and anxiety. The following must be observed:
1. Varied activities must be provided to promote interest;
2. Assignment or activities requiring intense concentration or abstract thinking should be limited to the early part of the day;
3. Length of class periods should be suited to the age development of pupils;
4. Scheduling of P.E. classes should be done early morning and late afternoon to prevent too much exposure to destructive rays of the sun which is detrimental to the health of the child;
5. Homework should be reduced to a minimum to provide adequate rest and relaxation.

IV. School-Community Coordination for Health and Nutrition
* It is a coordinated endeavor to link the school with the home and the community so that there is an effective carry-over of health and nutrition habits and practices learned in the school to the home and community.

The following are to be coordinated:
1. the different activities of the components of the Integrated School Health and Nutrition Program;
2. objectives; standard, policies, agreements, and other procedures particularly changes in personnel and
3. the  Integrated School Health and Nutrition Program with other existing community health and nutrition programs.

How to coordinate the school-community agencies for health and nutrition:
1. School
a. Coordinate/orient the head of the school on the specific roles, functions and responsibilities of different members of the Integrated School Health and Nutrition Program.
b. Hold conference with parents and other members of the community;
c. Have an organizational chart showing the flow of responsibility of different members;
d. Recognize the valuable contribution of others;
e. Keep each member posted with the results or problems issues met.

2. Community agencies
a. Agreement on policies and objectives to other community health personnel guide personnel in the different activities;
b. Knowledge of the responsibilities of each member of the staff within the organization;
c. Setting up functional action program with the corresponding member of the staff within the organization;
d. Quarterly evaluation with continuous monitoring of the implementation of the program and keeping everyone properly informed.

3. Organization of the School-Community Health and Nutrition Council
The effective implementation of the Integrated School Health and Nutrition Program depends to a large measure on the functional coordination between the school and the community be organized fo health and nutrition education.

A. School-community council shall be organized. The council shall be composed of the following agencies/organization:
1. School
2. Rural Health Unit
3. Parent-Teacher Association
4. Government and non-government health agencies
5. Other professional, civic religious organizations

The council should be elect a Chairman, Vice-Chairman, Secretary and other needed officers. This council should be responsible for developing and implementing a workable action program as well as helping coordinate the existing school and community health and nutrition programs. Channel of communication concerning health and nutrition matters between and among concerned agencies should be established for the successful operation of a coordination program. Consultant services of health and nutrition specialist or technocrats should be availed of by the council, if necessary.

Session 2: Child Friendly Movement (CFM) and Child-Friendly School System (CFSS:) an Overview

Objectives:
At the end of the session the participants will be able to demonstrate:
* Understanding of the child-friendly move
* Increased awareness of the child's rights and responsibilities.
* Appreciation of the linkage of health promotion to child-friendly schools

Contents:
* The Child-Friendly Movement
* The Child-Friendly School System
* Rights-Based Child-Friendly Schools
* Health Promoting Schools (elements, advantages)

Materials:
activity sheets, Manila paper, pentel pens, transparencies on ISHNP

Training Methodology:
A. Introduction/Mood Setting
1. In the previous session, you surfaced your expectations of the training. We are all aware that the CFM and CFSS are new concepts to most if not all of us, so in this session, we will altogether discover what these are all about.

B. Activity
1. Divide the participants into four groups, give each group activity sheet with readings about the following topic:(assign topics by lottery)

* Activity Sheet 1                   1. Child-Friendly Movement
* Activity Sheet 2                   2. Child-Friendly School
* Activity Sheet 3                   3. Rights-Based Child-Friendly School
* Activity Sheet 4                   4. Elements of Health Promoting School

2. Give the following instructions: (may be given orally or written on Manila paper)
* Read the topic assigned to your group.
* Individually, write your insights about it.
* Share your insights among the members of the group.
* Have a discussion of the insights shared and come up with common insights.
* Write group output on a Manila paper.
* Report group outputs.
* Ask for other participants insights. Request them to write their insights on a piece of Manila paper and post on the report presented.

C. Learning Points:
Deliver a lecturette on the following: (use transparencies)
* Child-Friendly Movement
* Child-Friendly School System
* Rights-Based Child-Friendly Schools
* Health Promoting Schools

D. Application:
Based on your learning in this session, list down at least 10 characteristics of your school that correspond to those discussed.

The Child-Friendly Movement
* Goal oriented
* Strong linkages among rights: health, education, protection, participation
* Broad partnerships at all levels, multi-sector
* Highly monitored

Why do we need Child-Friendly Schools?
* To help children learn what they need to learn
* To enhance health and well-being of children
* To encourage school enrollment and completion
* To raise teacher's morale and motivation as Child-Friendly = Teacher-Friendly
* To guarantee safe, protective spaces for children
* To mobilize community support for education

Desired Outcomes for Children
* To be healthy, well nourished, and free from exploitation and violence-and from labor which iterferes with learning
* To be aware of their rights and have opportunities to realize them
* To be able to protect themselves and develop their full potential
* To be able to participate in decisions which affect their lives in accordance with their evolving capacities
* To respect diversity, practice equality, and resolve differences without violence
* To be able to learn in environment that is effective, healthy and safe in clusive and gender sensitive, and protective of their rights

What is a Child-Friendly School?
* Effective with children
* Healthy for children
* Protective and inclusive children
* Gender-sensitive
* Involve with families and communities

When is a School Effective with Children?
* Promotes structured, child-centered content and teaching-learning processes appropriate to the child's developmental level abilities, and learning style.
* Promotes quality learning outcomes.
* Provides education based on the realities of a child's life.
* Enhances teacher capacity, morale, commitment, status and income.

When is a School Protective and Inclusive of Children?
* Helps to defend and protect all children from abuse and harm, both inside and outside of school.
* Guarantees the safety ad security of children.
* Acts to ensure inclusion,respect for diversity, and equality of opportunity for all children" (e.g. girls, working children, differently able children, victims of exploitation and abuse).
* Does not stereotype, exclude or discriminate on the basis of differences.

When is a School Gender-Sensitive?
* Promotes equality in the enrollment and achievement of boys and girls.
* Eliminates gender stereotypes.
* Guarantees girl-friendly facilities, curricula, textbooks ad teaching-learning.
* Socialize girls and boys in an environment which is non-violent and encourages respect for rights, dignity ad equality.

When is a School involved with Families and Communities?
1. Child-centered
* Understands and is concerned with the whole child's health and nutritional status, and general well-being and also considers what happens to them before they enter and after they leave the school.
2. Family-focused
* Works to strengthen families and helps children, parents and teachers establish harmonious, collaborative relationships.
3. Community-based
* Encourages local partnerships in school-based management, acts in the community for the sake of children, and works with other actors to ensure well-being.

When is a School Healthy for Children?
* When it is health-promoting.
* A health where all members of the school and community work together to provide students with integrated and positive experiences and structures which promote and protect their health. This includes the formal and informal curricula i health; the creation of a safe and healthy school environment; provision of appropriate health services; and involvement of families and communities in efforts to promote health.

Session 1: Leveling of Expectations

Objectives:
At the end of the session, the participants will be able to:

1. surface the expectations from the training.
2. agree on the workshop objectives and mechanisms.
3. formulate ground rules on the training workshop.

Content:
Workshop expectations, ground rules, workshop objectives and mechanisms

Materials:
strips of cartolina (four colors)
pentel pens, masking tape, manila paper
1/4 pieces of bond paper(with name of animals with it)

Training Methodology:
A.Introduction/Mood setting: group game: "Animal Sound"
1. Give each participant a strip of paper with a name of an animal written on it.
2. Instruct the participants to produce the sound of the animal they got and go around the hall to find their group mates where each group finds a corner.
3. You are now ready for the next activity.

B. Activity:
1. Facilitator distributes cut-out strips of cartolina for each participant to write responses to the following questions.
* What do you expect to gain from this training?
* What did you give up to attend this training?
* What do you expect from the other participants to get the most out of the training?
* What would you willingly share in this training?

Each group will be given 15 minutes to put their ideas together for their group output and another 5 minutes for presentation.

2. Guide the participants in consolidating their responses under the following headings: by posting on Manila paper the group responses to each question.
* Expectations from the training.
* Things given up to attend this training.
* Expectations from other participants.
* Things to share in this training.

3. Discuss the following:
* Workshop objectives
* Training methodology / activities and expected outputs of each session.
* Formula of ground rules.

C.Learning Points
Workshop objectives may be drawn from the participants to:
1. Understand health promotion as a component of a child-friendly school system;
2. Recognize role of a health promoting school in children's total and holistic development;
3. Distinguish between traditional school health promotion initiatives vis-a-vis HPS.
4. Integrate health promotion in their school activities.
5. Develop one-year action plan on health promotion whch sahll be integrated in the annual school plan.
6. prepare monitoring and evaluation tools.

Samples of Ground Rules
1. All participants are to come on time. session will start and end on time.
2. Leave stripes at the door. all are equal in this workshop.
3. Participate actively.
4. No two people should talk at the same time.
5. Listen while other people are talking.
6. Presentation should be brief.
7. Don't "sweat" the small stuff.
8. switch all cellphones and beepers in silent or vibra mode during the sessions.
9. Learning should be fun. enjoy the sessions and maximize learning.
10. Write ideas in the Idea Bank. Comments, especially constructive ones are most welcome.

Health Promoting Schools Facilitator's Manual

Good health is integrally linked to a child' education.Cognizant to this, the Department of Education promotes the creation of a child-friendly school environment that protects and promotes the health of the child.

A child-friendly school is more than just a place of formal learning. It is a school that recognizes and respects children's rights and responsibilities and provides the enabling environment to bring to life children's rights in schools,homes and communities. It creates an optimal learning environment for children by actively improving the school, family and community conditions in which children live, are educated and socialized.

A child-friendly school endeavors to improve access to quality basic education. This can only be achieved when children are healthy and well prepared to actively learn in school, home and community.School enrollment, attendance and achievement are influenced by a host of factors including the capacity of the child as a bio social organism to process and respond to stimuli. As the quality of health and life of the child improves,so too does the efficiency of a child's learning, until the innate aptitude of the child is realized.The promotion of children's and school actors' health including the development of positive health seeking behaviors among children,school actors and their families is an important feature of a child-friendly school.

This manual was developed by the Health and Nutrition Center of the Department of Education in cooperation with the United Nations Children's Fund. It was crafted to ensure that the elements of health promoting school strategy is within the integrated School Health and Nutrition Program. Prior to the finalization of the manual, the material was used during the the conduct of the Training of Trainors on Health Promoting Schools for areas covered under the Fifth Country Program for Children.

The manual serves as a guide for all school administrators and health personnel as they move towards creating a safe,secure, friendly and healthy environment which would provide children with positive experiences as they learn. The manual also hopes that teachers, health personnel and administrators will have an enjoyable and enriching experience as they hope and strengthen their teaching and caring skills.