Jaimie M McMullen1, Melissa George2, Benjamin C Ingman3, Ann Pulling Kuhn4, Dan J Graham5, Russell L Carson6. 1. Associate Professor, (jaimie.mcmullen@unco.edu), University of Northern Colorado, Sport and Exercise Science, Gunter Hall 2640 Campus Box 39 Greeley Colorado 80639. 2. Associate Director Prevention Research Center, Research Scientist, (melissa.george@colostate.edu), Colorado State University Human Development and Family Studies, Lake Street Offices 159 1508 Center Ave., Fort Collins, Colorado 80523. 3. Director of Research & Evaluation, Research Assistant Professor (benjamin.ingman@du.edu), Center for Rural School Health & Education, Morgridge College of Education, University of Denver, 1999 E Evans Ave, Denver, Colorado 80210. 4. Postdoctoral Research Fellow, (apullingkuhn@som.umaryland.edu), University of Maryland School of Medicine, Department of Pediatrics, 737 W. Lombard St, Room 169C Baltimore, Maryland 21201. 5. Associate Professor, (dan.graham@colostate.edu), Colorado State University, 1876 Campus Delivery Fort Collins CO 80523. 6. Research Advisor, (russ.carson@playcore.com), PlayCore, 544 Chestnut St., Chattanooga, Tennessee 37402.
Abstract
BACKGROUND: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement. METHODS: Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987-2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. RESULTS: The search identified 9 studies addressing community as an outcome of school-based health interventions; types of partnership mechanisms and partners' roles were classified. CONCLUSIONS: Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.
BACKGROUND: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement. METHODS: Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987-2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. RESULTS: The search identified 9 studies addressing community as an outcome of school-based health interventions; types of partnership mechanisms and partners' roles were classified. CONCLUSIONS: Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.