Welcome 歡迎辭
Hi, I’m Principal Paul. 嗨，我是校長保羅。
Welcome to Jefferson School, our interactive Virtual Healthy School (VHS) that shows you how components of the Whole School, Whole Community, Whole Child (WSCC) model can be integrated into your school. 歡迎來到杰弗遜學校，我們的互動虛擬健康學校（VHS）將向你展示如何將“三全”（全部學校、全部社區(qū)、全部學生）健康學校模式（即：WSCC 模式）融入你的學校。
In the VHS, you can learn what we’ve done in many areas of our school to meet the needs of the whole child. 在這個 VHS 中，你可以了解我們在學校的許多領域所做的、用于滿足所有孩子需要的事情。
This document provides a complete tran of the VHS content in a single source. 這份文檔提供了一個有關 VHS 內容的完整范本。
It includes details of how Jefferson School incorporates health and wellness initiatives by looking at some everyday objects in each area of the school and offers advice on how you can continue to improve school health initiatives in your own district or campus. 它包括了杰弗遜學校如何通過觀察學校每個區(qū)域的日常用品來整合身心健康和全人健康計劃的細節(jié)，并就如何在你自己的地區(qū)或校園繼續(xù)改善學校的健康計劃提供建議。
WSCC Model “三全”模式
The child in the center is encircled by the five “whole child” tenets. 中心的孩子被五個“完整兒童”的理念（健康、安全、積極、支持、進?。┧鶉@。
The band around the tenets emphasizes the collaboration needed among the school,health, and community sectors. 圍繞中心的白環(huán)部分則是強調了學校、衛(wèi)生和社區(qū)等部門之間的合作（包括政策、流程和操作方式，目標在于改善學生的學習和健康）。
The ten WSCC components surround the child and provide the full range of learning and health support systems. 十大 WSCC 要素圍繞孩子提供了完整的學習和健康的支持系統(tǒng)（健康教育、體育和身體活動、營養(yǎng)環(huán)境和服務、衛(wèi)生服務、生活顧問和心理社交服務、社交和情感氛圍、物理環(huán)境、教職員工健康示范、家庭支持、社區(qū)參與）。
The community, represented by the outer band, shows that the school remains a reflection of its community and requires 最外圈代表整個社會，同時表明學校必須反映和代表社會的利益和要求。
三全模式中十大要素的基本要求
Formal, structured health education consists of any combination of planned learning experiences that provide the opportunity to acquire information and the skills students need to make quality health decisions. 正式的、結構化的健康教育包括計劃學習經驗的任何組合，這些經驗提供了獲取信息的機會，以及學生在做出高質量健康決策時所需要的技能。
When provided by qualified, trained teachers, health education helps students acquire the knowledge, attitudes, and skills they need for making health-promoting decisions, achieving health literacy, adopting health-enhancing behaviors, and promoting the health of others. 在由合格的、受過訓練的教師提供的情況下，健康教育可以幫助學生獲得他們所需要的知識、態(tài)度和技能，以促進健康決策，實現(xiàn)健康素養(yǎng)，采取增進健康的行為，并促進他人的健康。
Comprehensive school health education includes curricula and instruction for students in pre-K through grade 12 that address a variety of topics such as alcohol and other drug use and abuse, healthy eating/nutrition, mental and emotional health, personal health and wellness, physical activity, safety and injury prevention, sexual health, tobacco use, and violence prevention. 綜合性的學校健康教育包括從幼兒園到 12 年級的課程和教學，要教會學生解決各種各樣的問題，如“酒精和藥物的使用與濫用”、“健康飲食”、“營養(yǎng)”、“心理和情緒健康”、“個人衛(wèi)生和健康”、“身體活動”、“安全傷害預防”、“性健康”、“煙草使用”和“預防暴力”等。
Health education curricula and instruction should address the National Health Education Standards (NHES) and incorporate the characteristics of an effective health education curriculum. 健康教育課程和教學應遵循【國家健康教育標準（NHES）】和【有效健康教育課程的特點】。
Health education, based on an assessment of student health needs and planned in collaboration with the community, ensures reinforcement of health messages that are relevant for students and meet community needs. 健康教育應當基于對學生健康需求的評估，與社區(qū)展開合作，確保提供與學生息息相關的健康信息，并滿足社區(qū)的需要。
Students might also acquire health information through education that occurs as part of a patient visit with a school nurse, through posters or public service announcements, or through conversations with family and peers. 學生也可以通過訪問學校護士診治疾病的過程獲取健康信息，這也是健康教育的一部分；還可以通過海報、公共服務公告或者通過與家人和同伴的談話接受教育。
Physical Education & Physical Activity 體育和身體活動
Schools can create an environment that offers many opportunities for students to be physically active throughout the school day. 學校可以創(chuàng)造一個環(huán)境，為學生提供許多機會，讓他們在整個學校日保持身體活動。
A comprehensive school physical activity program (CSPAP) is the national framework for physical education and youth physical activity. 【全面學校體育活動計劃（CSPAP）】是國家為青少年制定的體育和身體活動框架。
A CSPAP reflects strong coordination across five components: physical education, physical activity during school, physical activity before and after school, staff involvement, and family and community engagement. 該框架要求在五個方面實現(xiàn)強有力的協(xié)調一致：即學校體育課程、校內身體活動、上學前和放學后的身體活動、教職員工的示范性參與、家庭和社區(qū)的參與。
Physical education serves as the foundation of a CSPAP and is an academic subject characterized by a planned, sequential K-12 curriculum (course of study) that is based on the national standards for physical education.學校體育課程是 CSPAP 的基礎，是一個以【國家體育課程標準】為基礎的，由有計劃的、連續(xù)的 K-12 課程（學習進程）所組成的學科。
Physical education provides cognitive content and instruction designed to develop motor skills, knowledge, and behaviors for healthy active living, physical fitness, sportsmanship, self-efficacy, and emotional intelligence. 學校體育課程提供旨在促進健康積極生活、發(fā)展體適能、培育運動員精神、提升自我效能和情商所需要發(fā)展的運動技能、知識和行為等方面的認知內容和指導。
A well-designed physical education program provides the opportunity for students to learn key concepts and practice critical skills needed to establish and maintain physically active lifestyles throughout childhood, adolescence and into adulthood. 一個精心設計的體育課程計劃就是為學生提供一個機會，讓他們學習有助于建立和維持整個童年、青少年乃至成年期身體活動生活方式的關鍵概念，習練與之相關的關鍵技能。
Teachers should be certified or licensed, and endorsed by the state to teach physical education. 體育教師應獲得國家的認證或許可才能執(zhí)教。
The school nutrition environment provides students with opportunities to learn about and practice healthy eating through available foods and beverages, nutrition education, and messages about food in the cafeteria and throughout the school campus. 學校的營養(yǎng)環(huán)境為學生提供了學習和實踐健康飲食的機會，通過可獲得的食物和飲料、營養(yǎng)教育以及在食堂和整個校園里的食物信息進行教育。
Students may have access to foods and beverages in a variety of venues at school including the cafeteria, vending machines, grab ‘n’ go kiosks, schools stores, concession stands, classroom rewards, classroom parties, school celebrations, and fundraisers. 學生們可以在學校的各種場所獲得食物和飲料，包括自助餐廳、自動售貨機、搶答亭、學校商店、特許攤位、課堂獎勵、課堂聚會、學校慶?；顒雍突I款活動等。
School nutrition services provide meals that meet federal nutrition standards for the National School Lunch and Breakfast Programs, accommodate the health and nutrition needs of all students, and help ensure that foods and beverages sold outside of the school meal programs (i.e., competitive foods) meet Smart Snacks in School nutrition standards. 學校營養(yǎng)服務提供符合聯(lián)邦營養(yǎng)標準的膳食，為國家學校午餐和早餐項目提供膳食，滿足所有學生的健康和營養(yǎng)需求，并幫助確保在學校膳食計劃之外銷售的食物和飲料（例如有競爭力的食品）達到學校【聰明的零食】的營養(yǎng)標準。
School nutrition professionals should meet minimum education requirements and receive annual professional development and training to ensure that they have the knowledge and skills to provide these services. 學校營養(yǎng)專業(yè)人員應滿足最低教育要求，并接受年度專業(yè)發(fā)展和培訓，以確保他們具備提供這些服務的知識和技能。
All individuals in the school community support a healthy school nutrition environment by marketing and promoting healthier foods and beverages, encouraging participation in the school meal programs, role-modeling healthy eating behaviors, and ensuring that students have access to free drinking water throughout the school day. 學校里的所有人都應支持健康學校的營養(yǎng)環(huán)境，通過營銷和推廣更健康的食物和飲料，鼓勵參與學校的膳食計劃，樹立健康飲食行為的榜樣，并確保學生在整個學校日都能獲得免費的飲用水。
Healthy eating has been linked in studies to improved learning outcomes and helps ensure that students are able to reach their potential. 研究表明，健康飲食與學習成績高度相關，不僅能幫助學生改善學習成果，還有助于學生發(fā)揮他們的潛力。
Health Services 衛(wèi)生服務
School health services intervene with actual and potential health problems, including providing first aid, emergency care and assessment and planning for the management of chronic conditions (such as asthma or diabetes). 學校衛(wèi)生服務介入實際和潛在的健康問題，包括提供急救、緊急護理和評估以及慢性病管理（如哮喘或糖尿?。┑扔媱?。
In addition, wellness promotion, preventive services and staff, student and parent education complement the provision of care coordination services. 除此之外，健康促進、疾病預防服務和教職工、學生和家長的健康教育也是對協(xié)調護理服務的補充。
These services are also designed to ensure access and/or referrals to the medical home or private healthcare provider. 這些服務還旨在確保家庭醫(yī)療或私人醫(yī)療服務提供者的訪問和/或轉介。
Health services connect school staff, students, families, community and healthcare providers to promote the health care of students and a healthy and safe school environment. 衛(wèi)生服務將學校工作人員、學生、家庭、社區(qū)和衛(wèi)生保健提供者聯(lián)系起來，以促進學生的衛(wèi)生保健和健康安全的學校環(huán)境。
School health services actively collaborate with school and community support services to increase the ability of students and families to adapt to health and social stressors, such as chronic health conditions or social and economic barriers to health, and to be able to manage these stressors and advocate for their own health and learning needs. 學校衛(wèi)生服務積極配合學校和社區(qū)的支持服務來提高學生的能力和家庭適應衛(wèi)生和社會壓力，如慢性疾病或健康問題、社會和經濟障礙等，幫助學生及其家庭能夠管理這些壓力和支持自己的健康和學習需求。
Qualified professionals such as school nurses, nurse practitioners, dentists, health educators, physicians, physician assistants and allied health personnel provide these services. 學校衛(wèi)生服務應由諸如學校護士、護理從業(yè)人員、牙醫(yī)、衛(wèi)生教育者、醫(yī)生、醫(yī)師助理和聯(lián)合衛(wèi)生人員等合格的專業(yè)人員提供。
These prevention and intervention services support the mental, behavioral, and social-emotional health of students and promote success in the learning process. 這些預防和干預服務有助于支持學生的心理、行為和社會情感等方面的健康，促進學習過程的成功。
Services include psychological, psychoeducational, and psychosocial assessments; direct and indirect interventions to address psychological, academic, and social barriers to learning, such as individual or group counseling and consultation; and referrals to school and community support
services as needed. 服務內容包括心理、心理教育和社會心理評估、直接和間接的心理干預，以克服學習上的學業(yè)和社會障礙（如個人或團體的顧問和咨詢，并根據(jù)需要向整個學校和社區(qū)提供支持服務）。
Additionally, systems-level assessment, prevention, intervention, and program design by school-employed mental health professionals contribute to the mental and behavioral health of students as well as to the health of the school environment. 此外，學校聘請的心理健康專業(yè)人員對整個學校進行的系統(tǒng)水平評估、預防、干預和規(guī)劃設計，均有助于學生的心理和行為健康，以及學校環(huán)境的健康。
These can be done through resource identification and needs assessments, school-community-family collaboration, and ongoing participation in school safety and crisis response efforts. 這些任務可以通過資源鑒別和需求評估、學校-社區(qū)-家庭合作以及持續(xù)參與學校安全和危機應對等工作來完成。
Additionally,school-employed professionals can provide skilled consultation with other school staff and community resources and community providers. 此外，學校聘用的專業(yè)人員還可以同其他學校工作人員、社區(qū)資源和社區(qū)服務提供者一道開展技術咨詢。
School-employed mental health professionals ensure that services provided in school reinforce learning and help to align interventions provided by community providers with the school environment. 學校聘用的心理健康專業(yè)人員確保學校提供的服務能夠強化學生的學習，并確保社區(qū)服務提供者提供的干預與學校環(huán)境保持一致。
Professionals such as certified school counselors, school psychologists, and school social workers provide these services. 上述服務由經過認證的學校顧問（輔導員）、教育心理學家和學校社會工作者這樣的專業(yè)人員提供。
Social & Emotional Climate 社交和情感氛圍（即校風的一部分）
Social and Emotional School Climate refers to the psychosocial aspects of students’ educational experience that influence their social and emotional development. “社交和情感氛圍”是指影響學生社交和情感發(fā)展的心理層面的教育經驗。
The social and emotional climate of a school can impact student engagement in school activities; relationships with other students, staff, family,and community; and academic performance. 一所學校的“社交和情感氛圍”會影響學生參與學?；顒?；影響他和其他學生、教職工、家庭和社區(qū)成員之間的關系；乃至自己的學業(yè)表現(xiàn)。
A positive social and emotional school climate is conducive to effective teaching and learning. 學校保持積極的“社交和情感氛圍”有利于有效的教和有效的學。
Such climates promote health, growth, and development by providing a safe and supportive learning environment. 這樣的氛圍通過給學生提供一個安全的、支持性的學習環(huán)境來促進他們的健康、成長和發(fā)展。
A healthy and safe physical school environment promotes learning by ensuring the health and safety of students and staff. 一個健康、安全的學校物理環(huán)境可以確保學生和員工的健康和安全，尤其是促進學生的學習。
The physical school environment encompasses the school building and its contents, the land on which the school is located, and the area surrounding it.學校物理環(huán)境包括學校建筑及其內容、學校占地和周邊區(qū)域。
A healthy school environment will address a school’s physical condition during normal operation as well as during renovation (e.g., ventilation, moisture, temperature, noise, and natural and artificial lighting), and protect occupants from physical threats (e.g., crime, violence, traffic, and injuries) and biological and chemical agents in the air, water, or soil as well as those purposefully brought into the school (e.g., pollution, mold, hazardous materials, pesticides, and cleaning agents). 健康的學校環(huán)境將解決學校正常運行期間的物理條件，包括改造施工（如通風、濕度、溫度、噪音、自然照明和人工照明等）、保護使用者免受物理威脅（例如：犯罪、暴力、交通和傷害等）和空氣、水、土壤中的生物和化學制劑的威脅，以及那些故意帶進學校的有害物質（如污染物、霉菌、有害材料、殺蟲劑、清潔劑等）的侵襲等。
Employee Wellness 員工健康示范
Schools are not only places of learning, but they are also worksites. 學校不僅是讀書學習的場所，也是職業(yè)和工作場所。
Fostering school employees' physical and mental health protects school staff, and by doing so, helps to support students' health and academic success. 促進學校教職員工的身心健康既可以保護學校的工作人員，也有助于支持學生的健康和學業(yè)上的成功。
Healthy school employees — including teachers, administrators, bus drivers, cafeteria and custodial staff, and contractors — are more productive and less likely to be absent. 健康的學校教職員工 — 包括教師、行政人員、校車司機、食堂廚師、保管員以及承包商等 — 應當保持生產力（出勤率），不能隨意缺席。
They serve as powerful role models for students and may increase their attention to students' health. 他們既為學生提供強有力的榜樣，也可增加成年人對學生健康的更多關注。
Schools can create work environments that support healthy eating, adopt active lifestyles, be tobacco free, manage stress, and avoid injury and exposure to hazards (e.g., mold, asbestos). 學?？梢詣?chuàng)設優(yōu)良的工作環(huán)境以支持健康飲食，鼓勵積極的生活方式，包括禁煙，控制壓力，避免受傷和危害（如霉菌、石棉）暴露等。
A comprehensive school employee wellness approach is a coordinated set of programs, policies, benefits, and environmental supports designed to address multiple risk factors (e.g., lack of physical activity, tobacco use) and health conditions (e.g., diabetes, depression) to meet the health and safety needs of all employees. 一個綜合性的員工健康促進路徑是一系列協(xié)調配套的計劃、政策、福利和環(huán)境支持，旨在控制多種風險因素（如缺乏身體活動、煙草使用）和不良健康狀況（如糖尿病、抑郁癥），以滿足所有員工的健康和安全需求。
Partnerships between school districts and their health insurance providers can help offer resources, including personalized health assessments and flu vaccinations. 在學區(qū)之間與健康保險提供者建立伙伴關系有助于整合資源，開展員工服務，如個性化的健康評估和流感疫苗接種等。
Employee wellness programs and healthy work environments can improve a district's bottom line by decreasing employee health insurance premiums, reducing employee turnover, and cutting costs of substitutes. 員工健康計劃和健康的工作環(huán)境可以減少員工的醫(yī)療支出、減少員工流失和降低替代成本，從而改善一個學區(qū)的健康底線。
Family Engagement 家庭支持
Families and school staff work together to support and improve the learning,development, and health of students. 家庭可以和學校教職員工共同努力，支持和改善學生的學習、發(fā)展和健康。
Family engagement with schools is a shared responsibility of both school staff and families. 家庭保持與學校的接觸是學校教職員工和家庭的共同責任。
School staff are committed to making families feel welcomed, engaging families in a variety of meaningful ways, and sustaining family engagement. 學校教職員工應當讓家長感到受歡迎，并以各種有意義的方式與家庭展開接觸，維系家庭的參與與支持。
Families are committed to actively supporting their child’s learning and development. 家庭則應致力于積極支持自己孩子的學習和發(fā)展。
This relationship between school staff and families cuts across and reinforces student health and learning in multiple settings—at home, in school, in out-of-school programs, and in the community. 學校教職工和家庭之間的這種關系在家庭、學校、校外項目和社區(qū)的多個環(huán)境中都能超越條件限制，有助于加強學生的健康和學習。
Family engagement should be continuous across a child's life and requires an ongoing commitment as children mature into young adulthood. 在孩子的一生中，家庭的參與與支持應該是連續(xù)的，并且在孩子接近成年時仍需要一個持續(xù)的承諾。
Community groups, organizations, and local businesses create partnerships with schools, share resources, and volunteer to support student learning, development, and health-related activities. 社區(qū)團體、組織和當?shù)仄髽I(yè)應積極地與學校建立伙伴關系，共享資源，自愿支持學生學習、發(fā)展和與健康相關的活動。
The school, its students, and their families benefit when leaders and staff at the district or school solicits and coordinates information, resources, and services available from community-based organizations, businesses, cultural and civic organizations, social service agencies, faith-based organizations, health clinics, colleges and universities, and other community groups. 學校當?shù)氐念I導和工作人員或是社區(qū)組織、企業(yè)、文化和公民組織、社會服務機構、宗教組織、衛(wèi)生診所、高中和大學以及其他社區(qū)團體積極地向學生提供信息、資源和服務，可以使學校、學生和他們的家庭從中受益。
Schools, students, and their families can contribute to the community through service-learning opportunities and by sharing school facilities with community members (e.g., school-based community health centers and fitness facilities). 學校、學生和他們的家庭可以通過提供服務學習機會和與社區(qū)成員共享學校設施（例如，以學校為基礎的社區(qū)衛(wèi)生中心和健身設施）為社區(qū)做出貢獻。
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