Student+Health

= Welcome to our Health and Fitness Wiki! =

toc This page is designed for teachers interested in learning about how health and fitness can be integrated into their classroom and different initiatives and programs that can be integrated into your school to improve the health of your students. We have provided information regarding Physical Education, Nutrition, and Mental Health. Please use the table of contents on the right side of the page to help navigate through our wiki.

= Obesity Epidemic =




 * The rate of childhood obesity has more than tripled in the past 30 years ([])
 * Obesity related health care now costs our nation over $147 billion annually ([])
 * According to Representative Joe Baca (D-CA), "Educating our children on healthy food and nutrition, along with placing greater emphasis on physical activity, is critical to solving this crisis" ([])



[|National Association for Sport and Education, advocate for PE2020]

= Nutrition =



Let's Stop Childhood Obesity! media type="youtube" key="FkdKSZVc4eU" height="324" width="402"

Nutrition Education
Nutrition Education Overview Americans are currently in the worst shape in history, despite all the knowledge about nutrition and exercise and the variety of healthy foods available today. Unfortunately, all the unhealthy habits are being passed on to today’s youth. According to the Journal of the American Medical Association, there has been a dramatic increase in obesity rates over the last 20 years with childhood obesity more than tripling. Today, 15% of children and adolescents are overweight and only 2% meet the daily recommendations for the five major food groups. However, despite these startling statistics it is clear that nutrition has taken a backseat to other education issues. This view is damaging to our children as numerous studies have proven the link between nutrition and student achievement and that coordinated school health programs decrease risks and increase achieve opportunities (Satcher, 2003).

Current Legislation According to Congressman Joe Baca, the average number hours spent on nutrition education is only 13 hours during the first 4 years of school. [|(http://www.house.gov/apps/list/press/ca43_baca/pe_bill_020210.html)]There is currently a bill in the House to amend section 204 of the Child Nutrition and WIC Reauthorization Act of 2004 to require a minimum of 50 hours of nutrition education annually. It is thought that a minimum of 50 hours per year is enough to influence behavior and it is scientifically proven that behavior learned in early school years is more likely to be practiced in adulthood. The bill was referred to the Subcommittee on Healthy Families and Communities on April 30, 2010 and is now awaiting consideration. To follow the status of this bill [|click here]

Funding The following organizations offer grant funding for projects related to health and nutrition. This is not an exhaustive list, but a good starting place for grant funding.

[|Team Nutrition] - USDA Food and Nutrition Service Team Nutrition Training Grants for Healthy School Meals provide funding to establish and enhance efforts related to improving school nutrition and school wellness.

[|School Nutrition Association] Lists grant opportunities related to school nutrition.

[|General Mills Foundation] Awards 50 grants each year of $10,000 each to community-based groups that develop creative ways to help youth adopt a balanced diet and physically active lifestyle.

Relevant Organizations & Resources [|The Food Trust] is an organization that strives to make healthy food available to all. Working with neighborhoods, schools, grocers, farmers and policymakers, they have developed a comprehensive approach that combines nutrition education and greater availability of affordable, healthy food.

[|The United States Department of Agriculture] website provides a variety of lesson plans and organizations and companies that provide nutrition education materials and resources to teachers. The [|CDC] provides a Health Education Curriculum Analysis Tool (HECAT) to assist teachers and administrators in a through analysis of their health education curricula on the [|National Health Education Standards] site and on the CDC's[| Characteristics of Effective Health Education Curricula] site.

Get Involved! [|Society for Nutrition Education] (SNE) is an international organization of nutrition education professionals who are dedicated to promoting effective nutrition education and communication to support and improve healthful behaviors with a vision of healthy communities through nutrition education and advocacy.

[|Take legislative action] on the the Child Nutrition Reauthorization through this link provided by the School Nutrition Association.

Districts for Inspiration [|The North Carolina Nutrition Education and Training (NET) Program] works with numerous state and local-level partners to provide nutrition education resources for students, families, educators and food service personnel. The Nutrition Education and Training (NET) Program, strives to integrate mealtime and learning experiences to help children make informed food choices as part of a healthy lifestyle. The N.C. NET Program instructs educators in nutrition education, trains food service personnel in nutrition and nutrition education, develops educational materials and curricula, and supports healthful school environments through implementation of Local Wellness Policy.

[|The Santa Monica-Malibu Unified School District] recognizes the link between nutrition and physical fitness with learning readiness, academic achievement, decreased discipline problems, and improved well-being. Because of this, the district is committed to promoting the health of its students by linking the Department of Foods and Nutrition Services with Health Services, Health and Physical Education, and Family and Community Services.

National School Lunch Program (NSLP)
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Check out this Child Nutrition Timeline Other Related Programs:
 * Afterschool Snack Program ([])
 * Fresh Fruit & Vegetable Program ([])
 * Seamless Summer Program ([])
 * School Breakfast Program ([])
 * Special Milk Program ([])

Introduction / Relevance The NSLP is a federally assisted meal program intended to provide children with nutritionally balanced meals while at school. Over 101,000 schools participate in the NSLP and over 219 billion lunches have been served. “The National School Lunch Program feeds more than 30 million students [every day]. Yet the national nutrition standards and meal requirements for these meals were created more than a decade ago, making them out of step with recent guidance about children's diets. With so many children receiving as much as 50 percent of their daily caloric intake from school meals, it is vital for schools to provide nutritious food alongside the best possible education for the success of their students” (Stallings & Taylor, 2008, Description). Children who eat school-purchased lunches are more likely to be overweight and obese, and less likely to eat fruits and vegetables ([]). However, healthy students perform better, attend school more and behave better in class ([]). Hinrichs (2010) studied the long term effects of the NSLP on health and achievement. He found that students who participated in the NSLP had significant increases in educational opportunities and attainment, which he speculated was due to their need to attend school for food. However, Hinrichs (2010) found no significant increase in health measures.

Anyone can buy a school lunch from NSLP, however certain students qualify for a discounted or free lunch. Children from families living at or below 130% poverty level (approximately $28,665 for a family of four) are eligible for free meals. Children from families between 130% and 185% of the poverty level (approximately $40,793 for a family of four) are eligible for a reduced price meal.

Nutritionally, lunches must meet the recommendations set fourth by the [|1995 Dietary Guidelines for Americans], which suggests no more than 30% calories from fat and less than 10% calories from saturated fat. Lunches should also provide one-third of the Recommended Daily Allowances of protein, Vitamin A, Vitamin C, iron, calcium, and calories. The Dietary Guidelines for Americans are published every five years, beginning in 1980. The [|2010 guidelines] were just developed, however, school lunches are still produced using the 1995 guidelines. Additionally, a child nutrition report was also included in the 2010 guidelines (see pdf) History / Current Legislation The National School Lunch Act, signed into action by President Harry Truman in 1946, established the National School Lunch Program (NSLP). The act ensured that all children would have access to food while at school. The Child Nutrition Act, signed into law in 1966, required that all school food service programs (including NSLP) provided nutritional food to children. The Child Nutrition Act must be reauthorized every five years, allowing for updates and ways to improve methodology, however the NSLP (and similarly the National School Breakfast Program) are permanently authorized. In 2004, the National School Lunch Act was amended to increase children’s access to nutritionally healthy food and to simplify program operations. Other states have created their own legislation, such as [|The Pupil Nutrition, Health, and Achievement Act of 2001] (in California) that sets defined nutrition standards for all food sold in schools (especially “competitive foods” and “a la carte” foods).

Currently, there is a push to pass a new national bill, the [|Healthy School Meals Act of 2010 (HR 4870)], which calls for more plant-based alternate protein and nondairy milk commodities in school lunches and provides incentives for schools to offer such foods. Plant-based foods are cholesterol free, generally low in fat, lower in calories, and higher in fiber. The bill also introduces a pilot program, expected to cost $4 million, giving plant-based protein products (such as veggie burgers) in select schools free of charge.

Funding Schools participating in the NSLP and other related programs get cash subsidies, donated commodities, and free bonus shipments from the USDA for each meal they serve. The amount of reimbursement depends on the number of students receiving reduced-rate or free meals. In the 2009-2010 school year, schools received $2.68 for each free meal served, $2.28 for each reduced-price meal served, and $0.25 for each full-price meal served. The bonus shipments depend on the surplus food available, which can change at any given time. Commodities are agricultural surplus foods that the USDA purchases for schools. Some examples of commodity foods are ground beef, apple slices, canned pineapples, canned beans, cheddar cheese, rice, among others. How much of these commodity foods a school receives is dependent upon how many total meals the school serves. In 2009, schools received 19.5 cents worth of commodity food for each meal served. ([])

Problems with the NSLP (Univ of California, Berkeley, n.d.) (Li & Hooker, 2010) :
 * Some providers of NSLP are not ensuring that the food meets the nutritional requirements
 * Students prefer more desirable competitive food present in some schools instead of nutritionally beneficial school lunches (Competitive foods are foods and beverages offered at schools that fall outside of the meals and snacks served through the federally reimbursed school lunch, breakfast and after-school snack programs)
 * Insufficient funds to establish better cafeterias, purchase equipment (such as refrigerators), and labor necessary to sustain fresh food
 * Providing healthier foods for students cost too much

Suggestions:
 * Update meal program menu by increasing availability of fresh fruits, vegetables, and whole grains by adding salad and fresh fruit bars (Check out the [|Great American Salad Bar Project])
 * Limit service of high caloric, high sodium foods such as cheeseburgers and French fries
 * Obtain student input as to what they would like to see available in a school lunch
 * Reduce availability of competitive foods, including soda machines
 * Give students adequate time to each lunch in a safe, clean, and pleasant place
 * Wagner, Senauer, and Runge (2007) studied 330 schools in Minnesota and found that serving healthier lunches does not decrease food sales and that serving more nutritious foods do not cost more money. The initial costs of serving healthier food are due to cost of necessary equipment (such as refrigerators). They suggest that the new policies should be made with incentives and monies to purchase this necessary equipment and make necessary cafeteria improvements to serve healthier school lunches.

Relevant Resources
 * School Nutrition Association: []
 * Team Nutrition: []
 * Healthy School Lu nches: []
 * Child Nutrition Incentive: []
 * USDA National School Lunch Program: []
 * Alliance for a Healthier Generation: []
 * School Nutrition Association: []
 * CDC Healthy Youth! Nutrition - Making it Happen! - School Nutrition Success Stories: []
 * USDA Food and Nutrition Services, Resources A to Z: [|http://teamnutrition.usda.gov/library.htm]
 * Better School Food: []

Take Action!
 * Send a message to Congress about the Healthy School Meals Act of 2010: []
 * School Nutrition Association:[| http://www.schoolnutrition.org/Content.aspx?id=13233]
 * One Tray, One Nation: []
 * Michelle Obama's Let's Move:[| http://www.letsmove.gov/action.php]

Best Practices
Here's some things that are working in other schools (California Department of Education, 2007; National Food Service Management Institute, 2000; Vermont Campaign to End Childhood Hunger, 2007).

Check-out this for Inspiration! They have created an [|Edible School Yard] at Martin Luther King, Jr Middle School in Berkley, CA. It consists of an acre of land devoted to an organic garden with an accompanying kitchen-classroom. Students learn to grow, harvest, and prepare produce and while doing so, develop a deeper understanding of where food comes from along with the promotion of social and environmental well-being.For an idealized program (Madison, 2007), we must look outside the country. France prioritizes good, healthy food much more than America. This trend certainly shows up in school lunches. One school district spends about three times as much money as the average American school lunch, but they offer balanced, healthy gourmet meals with real place settings and a pleasant ambiance. They allot about two hours for the enjoyment of the food and some time for relaxation. Their goal is to inculcate an appreciation for healthy foods into the lives of the students.All of French schools do not have a lunch program quite this extensive, but they do take their food seriously. For a look inside the more general school lunch in France, check out this blog: French School Lunches. Families pay for the lunches depending upon their wages and the number of children they have in school. The government also subsidizes the food.In general, French people value a healthy, balanced diet. To adopt such a system in America would probably take a widespread social shift in regards to food due to the fact that healthy food simply costs more and requires increased effort to prepare. Essentially, schools would need more money in their food budgets. That money could come from the government, from families, or even businesses. This money would go towards purchasing healthy ingredients. Additional workers would also be required to prepare the food. Even if these changes were made, unhealthy options normally available to students would need to be eliminated as many students have developed a taste for unhealthy food and would choose to eat it whenever possible.
 * 1) Participation and involvement of students and parents.
 * 2) Creating attractive environments to eat in.
 * 3) Making the food look good.
 * 4) Installing clear signs.
 * 5) Serving healthy and convenient foods.
 * 6) Celebrating locally/student grown produce.
 * 7) Collaborating with local businesses.
 * 8) Serving a wide variety of food.
 * 9) Ensuring free lunches are widely available.
 * 10) Giving students enough time to eat.

**Michelle Obama’s Let’s Move!**
[|www.letsmove.gov] “America’s Move to Raise a Healthier Generation of Kids” [|Learn the Facts]... [|Eat Healthy]... [|Get Active]... [|Take Action]...

4 pillars of Let’s Move:
 * 1) [|Empowering Parents and Caregivers]
 * 2) [|Providing Healthy Food in Schools]
 * 3) [|Improving Access to Healthy, Affordable Foods]
 * 4) [|Increasing Physical Education]

Key Ideas:
 * [|Chefs Move! to Schools Initiative] – Encourages chefs to get involved in their local schools to educate children about nutrition
 * [|Healthier US Schools Challenge] (HUSSC) – Voluntary initiative to recognize schools that are participating in the National School Lunch Program that have created healthier school environments
 * [|Let's Move Outside] - Moving outside is a fun, easy, and affordable way to get exercise

Recipes for Success:
 * Meet-the-Farmer / Meet-the-Chef
 * Hands-on Cooking Classes
 * Plant a Garden
 * School Cookbook
 * Organize a Family Fun and Fun Night
 * Cooking Club

Suggestions for incorporating Nutrition Education and Physical Education into the Curriculum:
 * Teach younger children their colors using fruits and vegetables.
 * Have middle school children learn about weights and measures using fruits and vegetables from the school garden.
 * Older students can learn about nutrition through calorie counts and daily nutritional value charts.
 * Take a walk outside as part of a science class or ask students to name and act out action words from a story through physical activity.

Take Action!
 * 1) Create a School Health Advisory Council
 * 2) Join the HealthierUS Schools Challenge
 * 3) Set a good example: Make your school a healthy workplace
 * 4) Incorporate nutrition education and physical education into the school day
 * 5) Plant a garden

Farm-to-School Programs
Introduction In an era of French fries and factory farming, the presence of high quality lunch food is gradually dwindling in American schools. School food service directors across the country are responding to this issue by teaming up with community-based agriculturalists to revamp both the quality and quantity of produce, dairy, and meat products on the school lunch menu. Farm-to-school programs focus on everything from educating students about the benefits of eating locally, to creating school gardens, to cooperating with local farmers to buy local produce, dairy, and other products. In 2000, the USDA Initiative for Future Agriculture and Food Systems launched a four-year project fostering the development of farm-to-school programs known as the National Farm to School Program. Two years later, the National School Lunch Act received an amendment promoting the purchase of locally grown food. In 2004, the National Farm to School Program began receiving federal funding through the Child Nutrition Reauthorization. By that time, a national survey identified 400 programs in 22 states. In 2007, a Kellogg grant established the National Farm to School Network, a network created to “catalyze” and connect farm to school initiatives across the country. The National Farm to School Network divides its goals into: influencing policy, media and marketing, information services, networking, and training and technical assistance (www.farmtoschool.org). Currently, multiple ‘Regional Lead Agencies’ coordinate farm to school programs in different US regions. For example, Michigan is under the control of the Center for Integrated Agricultural Systems in Madison, Wisconsin.

Presently, 45 states foster a total of 2,224 farm-to-school programs. In 2009, the 4th Farm to Cafeteria Conference attracted over 500 participants.

This section will focus on a subset of farm-to-school programs. Namely, how national and state policy are promoting programs in Michigan schools, research documenting the pros and cons of farm-to-school initiatives in Michigan and across the country, examples of successfully implemented programs, and, most importantly, how Michigan teachers can efficiently implement farm-to-school program in their own school.

Pros and cons of farm-to-school initiatives Very few peer-reviewed studies have to this date been published on the effectiveness of farm-to-school programs. To the benefit of the Michigan teacher, a very comprehensive study was completed in our own home state! A 2004 survey of 664 food service school directors across the state of Michigan reported 73% to be “very interested” in implementing a program in their school (Izumi, Rostant, Moss, & Hamm, 2006). Such an interest was independent of location or participation in a free lunch program. When asked what they foresaw as the benefits of such an initiative, the directors cited improved food quality and providing support to the local community. Many cited concerns such as high cost and seasonality of local produce, as well as issues with federal and state regulations. In addition, only 10% of participants admitted to actually purchasing lunch food locally (Izumi, Rostant, Moss, and Hamm, 2006). Due to the increased cost of buying fruits and vegetables locally, it could be argued that such programs are only viable in economically wealthy school districts. While cost is a lingering issue, multiple established grants and legislation exist in the US to provide support to farm-to-school initiatives.

Policy and Funding

In 1994, the Department of Defense teamed up with the Federal Nutrition Services to initiate the [|Fresh Fruit and Vegetable Program]. The program currently distributes $50 million among 45 states (including Michigan) for the purchase of fresh fruits and vegetables in schools. Recently, the program began helping schools start up farm-to-school programs, through partnering with local farmers.

At the present time, there exist 6 [|bills] as part of the Child Nutrition Reauthorization that incorporate farm-to-school initiatives. If passed, they would greatly reduce the cost by which individual school districts would need to provide for local produce. H.R. 4710, the Farm to School Improvement Act of 2010, would offer $50 million of competitive grant funding supporting farm-to-school programs in the USDA. Bills such as S.3123 the Growing Farm to School Programs Act of 2010, would provide similar funding opportunities.

In 2008, Michigan passed the [|Farm to School Procurement Act]. The legislation encourages school officials to purchase local food products by teaming up with the Michigan Department of Education and the Michigan Department of Agriculture.

Resources for Michigan teachers

Educators are encouraged to check out the multitude of information available for those interested in starting a farm-to-school program at their school. In 2005, the USDA released a general yet informative guide on bringing local foods to the cafeteria:

[|Farm-to-School-Guidance_12-19-2005.pdf]

The most comprehensive national resource on farm-to-school initiatives can be found [|here] through the National Farm to School Program and National Farm to School Network website. Click on Michigan to read about successful in-state school programs.

A special farm-to-school [|website] exists for the state of Michigan through Michigan State University. For additional information, check out the [|Rodale Institute], the [|Community Food Security Coalition] , and the [|USDA]

Eating Disorders
Introduction

Disordered eating patterns are reaching a frightening degree of normalcy in the 21st Century. Students, teachers, administrators, and parents are continuously bombarded with statistics regarding our nation’s youth health crisis. Obesity, caused by inactivity and poor eating habits, continues to take its toll on America’s school children. While obesity in itself does not constitute an eating disorder, a large number of children and adults reach such a state through a binge or compulsive eating disorder. At the opposite end of the spectrum, 1-2% of American women and men are starving themselves to dangerous limits, victims of a second eating disorder known as anorexia nervosa. A shocking percentage of Americans, as high as 20%, fit the specifications for bulimia nervosa, an illness in which sufferers consume and then rid themselves of large quantities of food. It is estimated that the majority of men and women in our culture commit acts of disordered eating on a somewhat regular basis, even if they do not fit DSVM for an eating disorder (www.nationaleatingdisorders.org).

Not surprisingly, many individuals first develop eating disorders in their teens. A 2000 survey of high school students by the National Eating Disorders Screening Program documented 30% of girls and 16% of boys to display serious eating disorder symptoms. Halse, Honey, and Boughtwood (2007) refer to anorexia as the ‘paradox of virtue’. As young women and men reach critical mental and physical developmental stages, some take values instilled upon them at school and in the home: discipline, achievement, and healthy eating habits, too seriously. Young people who develop anorexia and bulimia tend to be the overachieving perfectionists of the school. They are the people pleasers, the straight-A students, the varsity sport captains. In a society that places value on a weight and beauty ideal unrealistic for most men and women, young people often find it difficult to achieve a healthy body image. Thinness is associated with control. Ironically though, eventually it is the eating disorder that takes full control. The victim’s self esteem becomes a reflection of the numbers on the scale. Normal physical and mental development is slowed or reversed, often for many years.

Despite the remarkable prevalence of eating disorders in young people, the issue is often silenced or ignored in schools and at home, due to ignorance, shame, or fear. The purpose of this guide is to provide a resource for teachers, counselors, administrators, and parents regarding the symptoms and repercussions of the three major types of eating disorders: anorexia, bulimia, and binge eating disorder, as well as intervention and treatment methods available. It should be noted that initial symptoms may develop before any noticeable change in weight. The teacher should thus be aware of more subtle signs signaling the need for intervention. In addition, the three eating disorders sometimes overlap, with some victims displaying symptoms of more than one eating disorder.

It is estimated that, of women and men who develop an eating disorder, 1/3 will recover, 1/3 will not, and 1/3 will die. Early intervention is necessary to ensure recovery ([|www.nationaleatingdisorders.org]).

Symptoms ( [|for more information] ) Anorexia nervosa
 * An intense fear of gaining weight
 * Restricting food intake, particularly food high in fat or sugar
 * Weight loss to the extent that the patient becomes less than 85% of expected body weight for height or age
 * Distorted body image
 * Over-exercising
 * Preoccupation with food
 * Thin hair, dry skin, brittle nails
 * Low heart rate
 * Yellowish skin
 * Withdrawal from social activities
 * Abnormal rituals around food

Bulimia nervosa
 * May be under, normal, or overweight
 * Frequent weight fluctuations
 * Swollen glands and checks
 * Red eyes
 * Avoids eating around others
 * Frequent diets
 * Use of laxatives or diet pills
 * Disappears after meals
 * Electrolyte imbalance

Binge eating disorder
 * Excessive consumption of food in a two hour period at least twice a week for six months
 * Weight gain
 * Yo yo diets
 * Feelings of guilt or shame in regards to eating
 * Lack of control around food

Resources

The best way to deal with an eating disorder is to NOT ignore it. If you suspect a student may be suffering from an eating disorder, arrange a time to address it along with the school nurse or counselor. The [|National Eating Disorders Association] provides a good link for interested teachers, as does the [|Eating Disorders Coalition]

School Strategies for Assisting Students with Eating Disorders [|NEDA-TKE-A06-SchoolStrategies.pdf]

Check out the [|Eating Disorders Professional League of Michigan] for a comprehensive guide to treatment options. For relevant legislation, click [|here] The websites [|Something Fishy] and [|Mirror-Mirror] can be useful for families and victims of eating disorders.

=Physical Fitness =

History
Physical Fitness Education Through the Ages

The city-state of Athens strongly encouraged youths to participate in athletic training at the palaestra up to age 16, at which time the students trained at the more rigorous gymnasium. The Spartans trained all boys from 7-19 for warfare, and demanded that women also be physically fit for the duty of bearing strong new warriors. Roman men were subject to the draft from age 17 to 60 and needed to be war ready. Discus, javelin, running, jumping and marching were practiced regularly.

John Locke, renaissance philosopher, believed that high fitness levels increased intellectual strength. The German nationalist GutsMuths (the grandfather of German gymnastics) increased physical education by designing new exercise machines and fitness techniques. Founding fathers Franklin and Jefferson both recommended regular physical activity, as well as resistance training. Archibald Maclaren used a medical scientific approach to fitness for all to reduce increased diseases due to the Industrial Revolution, such as diabetes, heart disease and asthma. Catherine Beecher began a school for young women as well as writing exercise and nutrition books, specifically, calisthenics to music (early aerobics!).

Teddy Roosevelt- the founder of the American Park System, survived a childhood of asthma, and was convinced that fresh air and exercise would cure most illness.

After WWI, the US determined that 1 of every 3 draftees, upon initial service, were physically unfit to serve. This led the US government insist that the first US fitness standards were implemented in every public school.

Did You Know?

 * Nearly one-third of elementary schools do not schedule recess on a regular basis.
 * In grades 9 through 12, only about half of students have one or more physical education classes during the school week.
 * Almost one in four children do not participate in any free-time physical activity.
 * "While childhood obesity rates increase, opportunities for students to be active have decreased. Kids are less active than ever. This not only affects their health, but also their performance in class. Physical activity programs are linked to stronger academic achievement, increased concentration and improved math, reading and writing test scores." ([])

**Research- Guess What?**
-Americans need to walk more! The countries which have the highest amount of active transport (walking, biking and public transportation vs. riding in a car) have the lowest levels of obesity. US residents walk 140 km per year vs. European's 382 km, and bike only 40 km vs 188 km in Europe (Bassett, Pucher, Buehler, Thompson & Crouter, 2008).

-TV - not so good for kids! Effects of television viewing on children showed that the type of TV (commercial or non-commercial) made significant differences. While accounting for any other physical activities, researchers showed that increased viewing of commercials resulted in greater obesity and lowered fitness. This was due to more sedentary time, an inclination to eat more while watching TV, and poor choices of foods while watching TV (which may be possibly involved with advertising of high fat and sugar products) (Zimmerman & Bell, 2010).

-More exercise is good for your brain! Elementary schools in which children received twice as many hours of quality physical education resulted in increased English Language Arts standardized test scores (Tremarche, Robinson & Graham, 2007).

-Commuting has negative health risks! Sitting in cars subjected students to greater obesity rates as the parents had less time to prepare fresh healthy food due to long commuting times. A study showed that commute time was a much larger determinant of childhood obesity than distance from home to a fresh food market. Commuting gave parents less time to shop and cook, and child sedentary activity time increased. (Leadbetter interview,[| http://www.ncsl.org/?tabid=20250])

-Exercise makes you healthier, even if you don't diet! Studies comparing fitness measures and weight loss show that exercise alone increases fitness and causes weight loss, even without caloric restriction (Ross, Freeman & Jansson, 2000).

**DATA FROM THE CENTER for DISEASE CONTROL and PREVENTION (CDC)**: Youth Risk Behavior Surveillance System (YRBSS) is used in a yearly survey to tabulate the risky activities which most negatively impact a student's health, such as violence, drug usage, sexual behaviors, lack of physical activity, overweight and obesity in USA teenagers from the self reported survey. [|YRBSS 2009 results][|http://www.cdc.gov/HealthyYouth/data/surveillance.htm]

Fitness related activities linked to health risk are defined by CDC as:
 * [|Physically active at least 60 minutes per day on less than 5 or 7] days
 * [|Did not attend physical education classes in an average week]
 * [|Did not attend physical education classes daily]
 * [|Did not play on sports teams]
 * [|Watched television 3 or more hours per day]
 * [|Used computers 3 or more hours per day]

VIDEO FROM JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION (JAMA) media type="youtube" key="cl7kOYU2WxY" height="385" width="480" [|Dr. Nadar study published in Journal of American Medical Association]

Public Policy and Legislation:
__Michigan Standards for Physical Education__: K-12 standards updated yearly

__Legislation and Campaigns__Forty-nine states—every state except Colorado—require some physical education in schools. In 2009, at least four states enacted physical education or physical activity legislation or resolutions, including Louisiana, Maine, Oregon and Texas. []

H.R. 1585 : FIT Kids Act, Passed in House, April 2010, now known as Senate Resolution #634, tabled in Committee of Health, Labor and Pensions; Chairman: Tom Harkin D-IA.National standards proposed in act : elementary physical education: 150 minutes per week, secondary schools: 200 minutes per week.[| http://www.govtrack.us/congress/billtext.xpd?bill=h111-1585]

USDA - "Eat Smart. Play Hard." campaign to eat healthy and be physically active every day[]

FUNDING:
The U.S. Department of Health and Human Services (HHS) announced awards of $10 million to 10 national non-profit organizations to support public health efforts to reduce tobacco use and reduce obesity through increased physical activity and improved nutrition.[| http://www.hhs.gov/recovery/programs/cdc/chronicdisease.html]

HeadStart and BodyStart- campaign to influence preschool and kindergarten students to exercise more frequently and have more outdoor play. There is funding available for equipment and overhead of facilities..[| http://www.aahperd.org/headstartbodystart/grants] American Association for Physical Activity and Recreation (AAPAR) and the National Association for Sport and Physical Education (NASPE) with funding from the Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services. NASPE and PE2020 []

RESOURCES:
President's Challenge Physical Activity and Fitness Awards Program: Get Fit and Be Active! Handbook for Youths age 6-17. [] Presidents Council on Fitness and Sport- []

Let's See How the Rest of the World Compares:
EU Platform for Action on Diet, Physical Activity and Health []

__Canadian Fitness Standards:__ more intensive than US []

__Canada's Children's Fitness Tax Credit__ The children's fitness tax credit in Canada lets parents claim up to $500 per year for eligible fitness expenses paid for each child who is under 16 years of age at the beginning of the year in which the expenses are paid. []

** ADVOCACY: **

 * [|National Association of Sport and Physical Education suggestion letter to implement PE2020]**
 * [|Check of status of Fit Kids Act in the Senate, then.....] **
 * [|Write to Senator Tom Harkin about Senate bill S.634 Fit Kids Act]**

= Mental Health =

Why is Mental Health Important?
-"The U.S. Surgeon General reports that 10 percent of children and adolescents in the United States suffer from serious emotional and mental disorders that cause significant functional impairment in their day-to-day lives at home, in school and with peers" (NAMI website).

-"In 2004–2005, 45% of students with an emotional disorder dropped out of high school" (Gourley, 2009, p.1).

-"In 2005–2006, the percentage of students with disabilities exiting school with a regular high school diploma was 57%, an increase from 43% in 1996–1997. However, only 43% of students with an emotional disturbance graduated with a diploma" (Gourley, 2009, p. 1).

-"Untreated mental illness accounts for high rates of absenteeism and tardiness. Referral to a school-based mental health center or to counseling reduces absenteeism rates by 50% and tardiness rates by 25% (Gall, Pagano, Desmond, Perrin, & Murphy, 2000)" (Gourley, 2009, p. 1).

-" [y]outh ages 12–17 who had a major depressive episode, 16.1% report they initiated illicit drug use. Only 6.9% of youth who had not experienced a major depressive episode report that they initiated illicit drug use" (Gourley, 2009, p. 1).

-"More than 20% of youth ages 12–17 who were identified as having experienced a major depressive episode in 2007 reported very severe impairment in at least one of the four major role domains (home, school/work, family relationships, or social life), and almost one-half of youth reported severe impairment in at least one of those domains" (Gourley, 2009, p. 1).

-"The primary postsecondary goals of students with emotional disturbance include competitive employment (53%), living independently (50%), and attending college (44%)" (Gourley, 2009, p. 3).

-"Only 32% of students with a serious mental illness continue onto postsecondary education" (Gourley, 2009, p. 3).

**What if no one at our school has been diagnosed and/or treated for mental illness?**

**Why should I still care?**
-"1 in 4 adults will develop a mental illness at some point in their lives. 1 in 17 adults will suffer from a serious mental illness such as bipolar disorder, manic depressive disorder, or schizophrenia" (NAMI website).

-"The Global Burden of Disease Study found that in 1990, five of the top ten leading causes of disability worldwide were mental disorders, accounting for 22% of the total years lived with a disability" (Stuart, 2008, p. 135).

- "Considering productive years lost because of death and disability, neuropsychiatric conditions (and suicide) accounted for 15% of total burden of disease worldwide (25% in developed countries) – more than any other disease category" (Stuart, 2008, p. 136).

-"The World Health Organization has reported that four of the 10 leading causes of disability in the US and other developed countries are mental disorders. By 2020, Major Depressive Illness will be the leading cause of disability in the world for women and children" (NAMI website).

-"Without treatment the consequences of mental illness for the individual and society are staggering: unnecessary disability, unemployment, substance abuse, homelessness, inappropriate incarceration, suicide and wasted lives. The economic cost of untreated mental illness is more than 100 billion dollars each year in the United States" (NAMI website).

OK. Now I'm Interested. How Can I Get Involved?
If you are a teacher

-Incorporate mental health and anti-stigma curricula in your class and your school. Research has shown that mental health curriculum (in a variety of forms and on a variety of topics) increases knowledge of mental health/illness and decreases stigma (Esters, 1998; Stuart, 2006; Swartz et al., 2009). The sites below offer examples of general and subject specific mental health curriculum that can be implemented in grades K-12. Read Lorraine Kaplan's article "Breaking the Silence" to get a teacher's perspective on including mental health curriculum in the classroom: [|Breaking the Silence] (Any Class, Lorraine Kaplan's website, Grades K-12)

[|Depression Lesson] (Science, Grades K-12, UAMS) [|Talking about Mental Illness] (Any Class, Grades 6-12, CAMH) [|The Science of Mental Illness] (Science/Health Ed., Grades 6-8, NIH) [|One Flew Over the Cuckoo's Nest Lesson Plan] (Literature, Grades 9-12, Discovery Education) [|Teacher's Guide to "A Brilliant Madness"] (Social Studies, Grades 9-12, PBS)

-Educate yourself: [|SAMSHA Continuing Education] [|State of Michigan Department of Education, Suggestions for Teachers]

-Incorporate/participate in an anti-stigma or suicide prevention curriculum or campaign with your class. Research shows that anti-stigma programs like mental health curriculum increase student knowledge of mental health and improve treatment outcomes (Stuart, 2006).

-Set a good example: Treat those with mental illness, whether they are characters in a novel that your class is reading or a student in your class, with respect. Be an advocate for students with mental illness/with mental illness in their families by familiarizing yourself with current legislation that incorporates mental health categories such as IDEA (2004) and NCLB (2001), as well as Section 504 of ADA. [|NAMI's Guide to the ADA] [|IDEA 2004 (Emotional Disabilities)] (US Department of Education Website) [|NCLB (Whole Act)] (US Department of Education Website ) NCLB specific to emotional disabilities: [|NCLB] [|United States Department of Education, Office of Special Education] [|Section 504] (Part of the United States Department of Education, Office of Civil Rights) [|Michigan Department of Education]

-Develop a school-wide plan for educating students on mental wellness, decreasing stigma, and/or treating students with mental illness. This can be as small as a peer and psychologist/counselor led peer group (Garcia, 2010) or as large as a school wide mental health treatment center (Nabors, 2000). The sites below offer not only ways to measure the mental wellness of your school but suggestions on how to improve your school and your districts' mental wellness (see the next bullet point if you wish to do this through public policy).[|University of Michigan Depression Center in the Schools Program][|UCLA's Mental Health in Schools Program] [|CDC Healthy School Model] [|CDC Healthy School Measurements] Michigan Department of Education Universal Education Plan for MI schools (Includes Mental Wellness): [|Michigan Department of Education Healthy School Measurements]

-Apply for a school-wide grant or become involved in changing public policy surrounding mental illness: Grants: Grants Through NCLB: [|NCLB Grant 1], [|NCLB Grant 2] [|US Department of Education Grants (through OSERS)] Policy: [|Obama's Blueprint (Diverse Learners Section)] [|US Deparment of Education, OSERS' Policy Page] [|Michigan Department of Education Public Policy] NEW Michigan Mental Health Policy:

If you are a parent

-Educate yourself about mental wellness and then educate your family. Learn how certain family factors can affect your child's mental health and her/his willingness to seek treatment. [|SAMHA's Family Guide to Keeping Youth Mentally Healthy and Drug Free] [|National Federation of Families For Childrens' Health]

-Join an anti-stigma or suicide prevention campaign: [|NAMI Anti-Stigma] [|BringChange2MindCampaign]: media type="youtube" key="vr3G9exYK0Y" height="192" width="309"

-Join or start your own chapter of the global, national, or local mental health grass roots movement. Watch "When Medicine Got It Wrong" for a history of the mental health grassroots movement in the United States (Hint: it was led by parents) "When Medicine Got It Wrong": media type="youtube" key="Wm7Otmhlcho" height="202" width="318" [|Michigan Department of Education Community Led Mental Health Policy] [|Join NAMI]and then [|take action] [|Join Mental Health America] and then [|take action] [|Start A Suicide Prevention Coalition] and then [|take action]

-Know when to seek treatment for yourself or another family member:

Informational Resources: (Many of these sites are in Spanish as well as English. They incl​ude resources on ADHD, eating disorders, anxiety disorders, depression, manic depression, bipolar disorder, and schizophrenia. Please note that subgroups within these are also represented such as LGBT mental health.) [|National Institute of Mental Health] Audio and Video: [|NIMH Audio and Video] [|National Institutes of Health] [|CDCMentalHealth] [|CDCPreventingSuicide] [|Substance Abuse and Mental Health Administration] Companion Website: [|Suicide Prevention] [|Mental Health America]

[|University of Michigan Depression Toolkit] [|LGBT Mental Health (NAMI)] [|Office of Multicultural Health] [|National Organization of People of Color Against Suicide]

Online Support Groups: [|NAMI Online Support Groups] [|Mental Health America Directory of Support Groups] Also see Facebook and Twitter sites in the "If you are a student" section.

Organization/Treatment Locators: [|NIMH Getting Help] [|OSERS Parent Alliances] [|NAMI's Grading of State Mental Health Resources]

Emergency Hotlines: [|NAMI Information Hotline] [|Suicide Hotlines and Resources for Parents] [|National Suicide Prevention Lifeline] [|Suicide Hot Lines and Resources for Teens]

If you are a student

-Educate yourself about mental wellness. [|We Can Help Us]: media type="youtube" key="15beP_tWIy4" height="214" width="313"

[|What A Difference A Friend Makes], [|What A Difference A Friend Makes 2]: media type="youtube" key="xIZ9FmD0o9k" height="207" width="329" [|Stories That Heal] (African American stories of mental illness; companion site to "What a Difference a Friend Makes")

[|We Can Help Us] (Anti-Suicide/Stigma Campaign)

-Be an ally/advocate for a friend who has a mental illness. This could be as simple as remaining someone's friend even after they've been diagnosed or by being in a peer support/mentoring group.

-Follow and support mental health and anti-stigma organizations online on Facebook and Twitter (and get your teachers and parents on these sites as well!) [|What A Difference A Friend Makes Campaign] (Anti-stigma campaign) National Institute of Mental Health (NIMH) [|Facebook] [|Twitter]

Substance Abuse and Mental Health Services Administration (NAMHSA) [|Facebook][|Twitter] National Alliance on Mental Illness (NAMI) [|Facebook] [|Twitter] Mental Health America (NMHA) [|Facebook] [|Twitter]

Additional Reading
Artwork by Amber Osterhout =References=

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