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Health and Physical Educators' Roles in Promoting and Implementing the WSCC Model: Introduction

Tess Armstrong, Jennifer M. Krause and Seth E. Jenny

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The Whole School, Whole Community, Whole Child (WSCC) model was introduced in 2014, and it combines the Centers for Disease Control and Prevention’s (CDC) Coordinated School Health (CSH) approach with the ACSD’s Whole Child Initiative (ACSD, 2014). The CSH model was created in 1987 in an effort to emphasize a comprehensive approach to teaching children’s health. This strong approach for teaching health was supported in the health education community without broader support from the education community. The opposite was true for the ACSD’s Whole Child Initiative, where educational leaders recognized the importance of educating the whole child but their initiative did not specifically collaborate with the health community. In 2014, the WSCC model was created as a collaborative effort between the CDC and ACSD to unite their separate models and engage more stakeholders in the efforts to improve children’s health and academic success (ACSD, 2014). The WSCC model seeks to address the individual needs of children in a holistic way, emphasizing that healthy students can more fully realize their academic potential (CDC, 2021). The child-centered model is com-posed of 10 separate, yet interconnected components that are driven by evidence-based practices (Figure 1). Through the collaborative efforts of schools and the community, the WSCC model is used to guide policies and practices in schools that positively impact student learning outcomes. The following 10 components are included in the WSCC model:

  1. Physical education and physical activity
  2. Nutrition environment and services
  3. Health education
  4. Social and emotional climate
  5. Physical environment
  6. Health services
  7. Counseling, psychological and social services
  8. Employee wellness
  9. Community involvement
  10. Family engagement

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