School Environments
The built environment of a school is important for learning. It includes the school building itself, the equipment in it, and the area around the school.[] A school with a good physical environment can help students’ health. For example, if a school has drinking water with fluoride, it can help prevent tooth cavities.[] Having better lighting in the school can make it easier for kids to learn and lower their stress. Schools with ventilation problems have poorer air quality and unpredictable temperatures. This can increase the chances of getting sick, having breathing problems, or having asthma.[] The social environment of schools refers to the relationships between staff, students, their families, and the general “climate” of schools. A good social environment at school might:
- Support school connectedness
- Promote peer learning
- Encourage parent and family participation
- Prevent bullying and other forms of social violence
- Practice supportive disciplinary policies
When schools focus on making sure students feel connected and part of the school community, students start to believe that their well-being is just as important as learning.[] When students feel a strong connection to their school and learn together with their peers, they do better in their classes. They’re also less likely to use alcohol, tobacco, or other drugs, and more likely to wait longer before becoming sexually active.[] Connectedness also extends beyond the school grounds. When schools involve parents and families in meaningful ways, it can lead to better education and health for the students. Students who feel supported by their families are less likely to experience emotional distress. They are also less likely to have unhealthy eating habits or think about or try to harm themselves. Family involvement also increases school-related physical activity.[,]
[ED63] The Physical School Environment: An Essential Component of a Health-Promoting School. World Health Organization. https://apps.who.int/iris/handle/10665/42683
[ED64] Kaushik A., Mullee M.A., Bryant T.N., Hill C.M. (2007). A study of the association between childrens access to drinking water in primary schools and their fluid intake: can water be cool in school? Child Care Health Development, 33: 409-15. https://pubmed.ncbi.nlm.nih.gov/17584396/
[ED65] Kuller R., Lindsten C. (1992). Health and Behavior of Children in Classrooms with and without Windows. Journal of Environmental Psychology, 12(3):305-317 https://www.semanticscholar.org/paper/Health-and-behavior-of-children-in-classrooms-with-K%C3%BCller-Lindsten/ca7e7d247217df2305e03c905f1b499f515ebea5
[ED66] National Research Council. (2006). Green Schools: Attributes for Health and Learning. The National Academies Press. https://nap.nationalacademies.org/catalog/11756/green-schools-attributes-for-health-and-learning
[ED67] School Connectedness, Protective Factors, Adolescent and School Health. (2019). Centers for Disease Control and Prevention. https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm
[ED68] School Connectedness. (2016). Centers for Disease Control and Prevention. https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm
[ED69] Resnick, M.D., Bearman,, P.S., Blum, R.W., et al. (1997). Protecting adolescents from harm: Findings from the National Longitudinal Study on Adolescent Health. Journal of American Medical Association, 278(10): 823-832. https://pubmed.ncbi.nlm.nih.gov/9293990/
[ED70] Haerens, L., De Bourdeaudhuij, I., Maes, L. (2007). School-based randomized controlled trial of a physical activity intervention among adolescents. Journal of Adoscent Health: 40(3):258-265. https://pubmed.ncbi.nlm.nih.gov/17321427/