Running head: SCHOOL WELLNESS JOURNAL

PPE 310: Health Literacy for Schools

School Wellness Journal
Signature Assignment Outline
Michael Murphy and Ashlee Britting
Course #20737
20 April, 2015
Pam McDonald

Introduction
Research shows that physical and mental wellness is affected by a healthy diet. As a
result, it is proposed that students at Agua Fria High School use journaling as a means of
building self-awareness and responsibility while tracking daily physical activities, mental health
changes and food intake. This would help them keep track of their lives as opposed to just
thinking about it. As Hillman states (2011), A newfound emphasis has been focused on the
connection of physical health and cognitive health in schools (Hillman, 2011). This is where the
students can learn their internal locus of control and external locus of control (Anspaugh, 2013).
Internal locus of control is where someone believe their success is from themselves. External
locus of control focuses on how outside objects had an effect on success or failure (Study.com).
Having a place where the students are accountable for their daily activity will show them
responsibility as well as giving them a way to get in touch with their beings. This journaling
would create an outlet for the students. This will give them an outlet they may not have had
before, creating a safer mental wellness for the students as well. Physically, the students can
consciously make decisions after writing in their journal. Once they see their hard work or lack
thereof, they are faced with the options to either continue their behavior, or correct it. Students
will see a difference between what they can and cant control and find a balance between how to
manage them.
Literature Review
This study looked at different aspects of childhood health and its connections to brain
function and academic performance. Instead of focusing only on health aspects of the nations
youth, this study goes into the interconnected aspects between physical fitness, obesity and
cognitive health among students. Observations show that students who have a healthy diet,

weight and physical activity levels are more prone to having better recall, memory and academic
performance than those who suffer from health issues (Hillman, 2014). Additionally, it breaks
down public health initiatives that are being used such as community exercise, smart hydration
and smart consuming that could be in place to help students achieve a higher level of health in
their lives to help boost their cognitive abilities (Hillman, 2014).
This study is very important in backing the food journal program. It was introduced in an
intervention program into four schools that included new dietary and physical activity
suggestions and programs for students. Furthermore, it followed students for two years in the
four intervention schools and one control school. The intervention schools showed improvement
in the average BMI percentiles for students. Moreover, schools also showed improvement and
better scores in reading, math and writing, proving that health intervention programs give
students a chance to be more successful in class and their health (Hollar et. al, 2010).
In Diet Quality and Academic Performance it specifically focuses on the diet quality of
students and their academic performance. The study interviewed over 5000 students and used a
Diet Quality Index to determine several factors in students diets that affect their performance. It
was found that students who had a better quality diet would perform better on assessments
(Florence et. Al, 2008). In addition, most female students had better diets than males and
therefore performed better academically (Florence et. Al, 2008). Florence also concluded that
implementing school-wide nutrition programs would have a positive effect on the students and
their academic performance (Florence et. al, 2008).
In the article Nutrition and Student Performance at School Taras gathered research
from other sources that researched dietary deficiencies in students to see any connection to
academic performance and whether the effects could be reduced. The article stated that students

with iron-deficiencies suffered academically, but were able to recover from its effects with iron
therapy. Students with zinc and/or iodine deficiencies; however, were not able to recover
academically so the nutritional connection could not be pieced together with those deficiencies
(Taras, 2005). Students were not found to be more academically successful when they were on a
regular vitamin and mineral supplement (Taras, 2005). Ultimately, schools that implemented a
school-wide breakfast program were also established to have students with less deficiencies, less
tardiness and more academic success (Taras, 2005).
This article evaluates the impact of a school that hires a School Health Coordinator to
implement intervention programs in schools. It also studied the state of interventions, or
fluctuation, five years from the time they were started. Schools were studied and analyzed before
any interventions were implemented to determine the students physical activity levels, diet and
tobacco product usage. It was found that schools who hired a Health Coordinator were more
likely to create and implement policies that led to less soda consumption, less inactivity and less
tobacco usage (OBrien et. Al, 2010). In the long run, school Health Coordinators were found to
help schools implement policies that led to positive student behaviors (O'Brien et. al, 2010).
Synthesis of Current Literature
The five selected articles all represent a common theme and idea that students will
achieve more academic success in school if they have healthy and balanced diets. The literature
provided support to the idea that schools can implement plans within their school days and after
school programs that help students learn about the changes they need to make to their lives to
reach a healthy diet. In addition, the works present the case that schools should start intervention
programs for their students.

When looking at Agua Fria High Schools health assessment, improvement is needed
concerning the activities that take place on campus during the school day. Each day, the school
provides students with a chance to eat a healthy balanced diet and participate in physical activity;
however, they are not given the necessary tools to make the decisions that will lead them to those
choices. The use of an intervention program such as a School Wellness Journal would help to
give students the skills needed to make healthy choices in their daily lives. Students making
these healthy choices can also look forward to more academic success as shown by the many
studies pointing to balanced diets and physical activity as precursors to academic success.
Starting this program can also lead to more social, health-related extracurricular activities as
students find friends who want to lead healthy lifestyles and become more involved in after
school activities.
Practical Implications
MARKETING
Since student awareness is the first step to creating a healthier school, community
marketing is a very important step in implementing the Food Journal plan. This particular
program falls in line with three of the National Health Education Standards. By seeing their
dietary habits and knowing what is in the food they're eating, students will be able to make more
educated decisions to enhance their health which falls in line with standard 5 (cdc.gov). Students
will create SMART goals to help themselves measured where they've come from which falls in
line with standard 6 (cdc.gov). The third and final standard that is met is when the students are
able to practice health-enhancing behaviors and avoid health related pitfalls in their future lives.
Posters are definitely one strong way to spread awareness, but another way to get the word out
there is relating the marketing to something students use every single day: social media. The
administrators can moderate social media that updates straight to students phones. This is a

proactive way to keep students informed. It is also interactive where posters and buttons are not.
Students can create a Twitter journal, Instagram journal, Pinterest journal or any other kind of
approved social media to create an interactive medium throughout the program.
Scheduling
The program will be starting at the beginning of the new school year. The first two weeks
will be advertising the program. This advertising will be focused on getting students to attend the
informational meetings that will be held on Monday, Wednesday and Friday of week 3. Students
only need to attend one as it is offered three times to increase participation. These initial
meetings will be providing information to students on the program and the desired results by
covering how to set up an account on choosemyplate.gov. These meetings will be ran by
administrators and lead teachers who have volunteered to lead this program. The official kick-off
for the school will be week five of the school year. At this point students can share their success
stories and seek motivation and support from fellow students if they are struggling that day.
There will be an after-school meeting every week during the program for students to share
success or seek out more resources and support from knowledgeable teachers. The program will
officially come to a close after two months, but the hope is that students carry their success and
knowledge forward and the program becomes self-sufficient to make a lasting impact in the
school and its students lives.
Student Engagement
Technology will be key to the programs success. Spreading the word, building the
journals and support will almost entirely come from online resources. Facebook, Twitter and
Instagram are great ways to spread messages and give students and staff a place to post their
successes while seeking support on days where unhealthy food is a major temptation. Students

can post screenshots of their daily meals to share ideas and show the progress they are making in
changing their dietary habits.
Admin
Student and staff engagement is the most crucial component of this program. Without
motivated teachers and students, the program will fall flat. Since students spend so much time
within a school environment, this is the core place to influence health and wellness (OBrien et
al., 2010). This is why it is so important to create an exciting way for the students to journal.
Staff members also need to find ways to get students to participate in the program, perhaps by
offering credit in class to those that post their success and stay on top of their tracking for the
entire week. The kickoff sessions, which are large, motivational celebrations, should also get the
school majority involved.
The hope for this program is for 100% engagement across students and staff. Obviously, like all
schools, this will not be the case, but goals must always be set high. The food journal is the
principal proposal. The goal is to have one main teacher facilitate the program as an after-school
club so that it is sanctioned by the district. Administration will be asked to do everything they
can to help the teachers understand how to help their students as well as motivate them to
incorporate the pertinent club concepts into each classroom. Most clubs start small in high
schools, but this club has the chance to grow exponentially due to a high rate of success stories
that will make other students want to enjoy similar successes. The informational meetings will
also be proposed to happen every semester. The important part of these two-month programs is
that they serve as an intervention for students. An intervention-based program is said to
significantly help low income based students (Holler, et al., 2010). This is because it does a 180
spin on the direction that was being pursued. The simple fact that a two month program which

costs nothing can help change students academic success and lifestyle should allow this proposal
to get a greenlight in most schools as long as there is a teacher willing to put in the work
required.
RECOGNITION
Students will not be recognized for weight loss during this program since that is not the
goal. In fact the goal of this program is to help students meet guidelines for healthy, balanced
meals in their lives. Students who are able to meet the Dietary Guidelines for Americans will be
recognized for their achievements. T-shirts will be awarded to any students who meet the
guidelines on 80% of the days of the program; the t-shirt will reflect their accomplishments.
Students who reach 90% will also be given a T-shirt along with having their names put into a
raffle to win a new pair of athletic shoes from a local sporting goods store who has donated a free
pair for the program. Students who reach 95% or above will be given a T-shirt, have their name
put in the raffle and the sporting goods store has also committed to $25 gift cards for students
who reach this goal.
Funding
There is little funding needed to carry out the successfulness of this program; however,
there is much time that will need to go into it. It would be ideal to have a well-structured website
that is very interactive and updated daily. A Facebook page, Twitter and/or Instagram account
could be set up by an administrator or teacher willing to monitor the activity on it too make sure
only positive support is posted. For funding, a fun and competitive field day can be arranged
where teachers, parents and students participate. Games, prizes, competitions and healthy food
and beverages can be provided for participators. This will be accomplished with a small $1-2
charge per person to offset any costs. The funding would strictly be going towards the
recognition of success for the students since the district pays teachers who start clubs which this

would be filed under. This fundraiser is a fun way to get the community involved in the next
steps to having a healthier school.
Conclusion
The reality is that 10.7% of students in Arizona are considered to be obese
(stateofobesity.org). What's worse is that some students will continue on a path toward obesity
which is reflected in Arizona's 26.8% adult obesity rate (stateofobesity.org). It is undeniable that
teachers are responsible for giving students knowledge to use in their future lives and careers.
Imparting knowledge is the single most powerful tool, used by teachers, to help reverse the trend
in Arizona. The proposed plan is a food journal for each student that will allow them to track and
assess their nutritional intake. This will give students transparency to their dietary habits and
allow them to make the necessary changes to help them meet their health and wellness.

References
Anspaugh, D., & Ezell, G. (2013). Teaching today's health (10th ed., pp. 2-3). Glenview,
Illinois: Merrill Pub
Centers For Disease Control. (2013, February 27). National health education standards.
Retrieved from Adolescent and School Health website:
http://www.cdc.gov/healthyyouth/sher/standards/
Florence, M. D., Asbridge, M., & Veugelers, P. J. (2008). Diet Quality and Academic
Performance. Journal Of School Health, 78(4), 209-215.
Hillman, C. (2011). AN INTRODUCTION TO THE RELATION OF PHYSICAL ACTIVITY
TO COGNITIVE AND BRAIN HEALTH, AND SCHOLASTIC
ACHIEVEMENT.

Society for Research in Child Development, 79(4), 1-6. Retrieved

March 2, 2015.
Hollar, D., Messiah, S. E., & Lopez-Mitnik, G. (2010). Effect of a Two-Year Obesity Prevention
Intervention on Percentile Changes in Body Mass Index and Academic Performance in
Low-Income Elementary School Children. American Journal Of Public
Health,100(4),

646-653.

O'Brien, L. M., Polacsek, M., MacDonald, P. B., Ellis, J., Berry, S., & Martin, M. (2010). Impact
of a School Health Coordinator Intervention on Health-Related School Policies and
Student Behavior. Journal Of School Health, 80(4), 176-185.
Taras, H. (2005). Nutrition and Student Performance at School. Journal Of School Health, 75(6),
199-213.
State Of Obesity. (2013). The state of obesity in Arizona. Retrieved from the State of
Obesity website: http://stateofobesity.org/states/az/

http://study.com/academy/lesson/locus-of-control-definition-and-examples-of-internal-andexternal.html

Appendix

September 2015
~ September 2015 ~

Aug 2015

Sun

13

20

Mon

Tue

Wed

Thu

Oct 2015

Fri

Sat

Posters go 1 Morning
Announcement
up!

2 Morning

3 Morning

4 Morning

Announcement

Announcement

Announcement

7 Morning

8 Morning

9 Morning

10 Morning

11 Morning

Announcement
about meetings

Announcement
about meetings

Announcement
about meetings

Announcement
about meetings

Announcement
about meetings

14

15

16 Informational 17

18 Informational 19

Meeting 4PM

Meeting 6PM

Informational
Meeting 4PM

21 Morning

22 Morning
23 Morning
24 Morning
25 Morning
Announcement
Announcement
Announcement
Announcement
Announcement
Reminder to set-up Reminder to set-up Reminder to set-up Reminder to set-up Reminder to set-up
profile
profile
profile
profile
profile

12

26

~ September 2015 ~

Aug 2015

Sun

27

Mon

28 Agua Fria

Tue

29

Wed

30

Oct 2015

Thu

Fri

Sat

Notes:

Wellness Journal
goes live!

~ October 2015 ~

Sep 2015

Sun

Mon

Tue

Wed

Nov 2015

Thu

1 First After

Fri

Sat

10

16

17

23

24

30

31

School Meeting

8 Second After
School Meeting

11

12

13

14

15 Third After
School Meeting

18

19

20

21

22 Fourth After
School Meeting

25

26

27

28

29 Fifth After
School Meeting

After October, meetings will be held on the first and third Thursdays of each month (fifth if it
occurs).