Jason Q Purnell1, Nikole Lobb Dougherty2, Emily K Kryzer3, Smriti Bajracharya4, Veronica L Chaitan5, Todd Combs6, Ellis Ballard7, Allie Simpson8, Charlene Caburnay9, Timothy J Poor10, Charles J Pearson11, Crystal Reiter12, Kelvin R Adams13, Michael Brown14. 1. Associate Professor, Brown School|Director, (jpurnell@wustl.edu), Health Equity Works, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 2. Associate Director, (nlobbdougherty@wustl.edu), Evaluation Center, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 3. Project Coordinator, (emilykryzer@wustl.edu), Health Equity Works, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 4. Project Coordinator, (sbajracharya@wustl.edu), Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 5. Data Analyst, (vlchaitan@wustl.edu), Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 6. Research Assistant Professor|Assistant Director of Research, (tcombs@wustl.edu), Center for Public Health Systems Science, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 7. Assistant Professor of Practice|Director, (eballard@wustl.edu), Social System Design Lab, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 8. Program Coordinator for K-12 Education, (a.simpson@wustl.edu), Social System Design Lab, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 9. Research Assistant Professor|Co-Director, (ccaburnay@wustl.edu), Health Communication Research Laboratory, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 10. Publications Editor, (tpoor@wustl.edu), Health Communication Research Laboratory, Brown School, Washington University in St. Louis, One Brookings Drive, Campus Box 1196, St. Louis, MO 63130. 11. (Retired) Superintendent of Schools, (cisroe@sbcglobal.net), Normandy Schools Collaborative, 8283 Glen Echo Drive, St. Louis, MO 63121. 12. Director of Curriculum and Instruction, (creiter@normandysc.org), Normandy Schools Collaborative, 3855 Lucas and Hunt Road, St. Louis, MO 63121. 13. Superintendent of Schools, (supt@slps.org), St. Louis Public Schools, 801 N. 11th Street, St. Louis, MO 63101. 14. Deputy Superintendent, (michael.brown@slps.org), Office of Student Support Services, St. Louis Public Schools, 801 N. 11th Street, St. Louis, MO 63101.
Abstract
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model is an evidence-based comprehensive framework to address health in schools. WSCC model use improves health and educational outcomes, but implementation remains a challenge. METHODS: Working with 6 schools in 2 districts in the Midwest, we used a mixed-methods approach to determine the people, systems, and messages needed to activate WSCC implementation. We report on social network analysis and message testing findings and research translation to develop the Healthy Schools Toolkit. RESULTS: Social networks for both districts included more than 150 individuals. Both demonstrated network densities less than half of the desirable threshold, with evidence of clustering by role and minimal cross-school relationships, posing challenges for WSCC implementation. Across stakeholder groups, messages that emphasize empathy, teamwork, and action were well-received, especially when shared by trusted individuals through communication channels that align with stakeholder needs. CONCLUSIONS: The Healthy Schools Toolkit provides an example of a translational product that helps to bridge research with practice. With features that highlight 6 design principles, the toolkit provides complementary activities that schools and districts can use as they plan for integration of the WSCC model.
BACKGROUND: The Whole School, Whole Community, Whole Child (WSCC) model is an evidence-based comprehensive framework to address health in schools. WSCC model use improves health and educational outcomes, but implementation remains a challenge. METHODS: Working with 6 schools in 2 districts in the Midwest, we used a mixed-methods approach to determine the people, systems, and messages needed to activate WSCC implementation. We report on social network analysis and message testing findings and research translation to develop the Healthy Schools Toolkit. RESULTS: Social networks for both districts included more than 150 individuals. Both demonstrated network densities less than half of the desirable threshold, with evidence of clustering by role and minimal cross-school relationships, posing challenges for WSCC implementation. Across stakeholder groups, messages that emphasize empathy, teamwork, and action were well-received, especially when shared by trusted individuals through communication channels that align with stakeholder needs. CONCLUSIONS: The Healthy Schools Toolkit provides an example of a translational product that helps to bridge research with practice. With features that highlight 6 design principles, the toolkit provides complementary activities that schools and districts can use as they plan for integration of the WSCC model.