The BC Model of school health is based on two key ideas:

Healthy children are better able to learn and schools can directly influence the health of students. A health-promoting school embraces the view that promoting children’s health is a shared responsibility among parents, the health sector, and the community. It strives to be a healthy setting for learning and working. Schools in partnership with parents and the greater community can provide an ideal setting for practices than enhance both health and learning. Here are the three areas of assessment as defined by a healthy school in BC.

Area 1: Teaching and learning
This area for action includes what students learn, how they are taught, and which resources teachers use for instruction. It includes both formal and informal learning. For example, the B.C. curriculum prescribes health-related outcomes that require students to attain the knowledge, skills and attitudes needed to make healthy choices. These outcomes can be achieved through prescribed learning in areas such as Health and Career Education, Home Economics and Physical Education, and through school and classroom based initiatives and resources that support curriculum-based learning by encouraging children to make healthy choices in a fun, challenging and engaging way. Healthy choices can also be encouraged through informal learning throughout the school environment. Examples include:- having more healthy foods available;- offering a range of extra-curricular activities that reflect students’ diverse interests;- creating opportunities for students to build meaningful relationships with others in the school that encourage feelings of safety and connectedness; and - modeling healthy choices and behaviours.

Area 2: School environment
This area for action includes the physical environment of the school and school grounds, as well as the 'feel' of the school environment, its culture, and the values embodied by its teachers, staff and students.Healthy schools feel welcoming and safe. Their physical environments, including such things as playground equipment, safe drop off zones/parking lots, water supplies, sanitation services and food preparation facilities, are designed to minimize the likelihood of injury and illness. Healthy schools also foster a caring, nurturing, respectful environment that gives students a feeling of connection to their school and school community. For example, they may engage students in discussing topics such as responsible decision-making, leadership and caring for others, and developing responsive skills to issues such as bullying, intimidation, and harassment.

Area 3: Partnerships
Partnerships are the basis of successful health promotion. This area for action includes supports and services within a school that contribute to students’ physical and emotional health, as well as partnerships with people and groups outside the school that contribute to healthy school communities. Working in partnership is a fundamental principle of Healthy Schools and yet, forming sustainable partnerships can be challenging. Mutual understanding, trust and respect between all partners is central to building lasting working relationships. Successful partnerships with schools: are based on effective communication and strong interpersonal relationships; • fit with schools’ focus on learning; • build on links between health and learning; • have common aims, objectives and goals; • are consistent with school district policy on sponsorship; · require health and education professionals to understand and value each other’s roles; • are flexible; and • take time to develop.

Families are key partners supporting and contributing to a healthy school environment i.e. through the Parent Advisory Councils. Partnerships between schools and health authorities can play a critical role in providing health-related information and support. Other organizations beyond the school also have a rich array of information, resources and services to offer.