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Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward

Century conditions. Third, we believe that the field needs to embrace the Whole School, Whole Community, and Whole Child model ( Centers for Disease Control, 2021 ), not because it is the only way to proceed, but because it represents a potentiality of how students might be best served in their school and

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Phillip Ward, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars

-based model to a salutogenic model of health, and (d) including stronger connections with the community in which schools exist using the Whole School Whole Community and Whole Child model ( Association for Supervision and Curriculum Development, n.d. ). We will not repeat the case here, but we acknowledge

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

School, Whole Community, and Whole Child model (e.g.,  Goc-Karp, Scruggs, Brown, & Kelder, 2014 ). CSPAP and PETE Programs In light of the increased attention to the important role of physical education in the public health field ( Sallis et al., 2012 ) and the national and international recommendations

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Darla M. Castelli and Latrice Sales Mitchell

.1080/13573322.2014.975113 Lewallen , T.C. , Hunt , H. , Potts‐Datema , W. , Zaza , S. , & Giles , W. ( 2015 ). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students . Journal of School Health, 85 ( 11 ), 729 – 739 . doi:10

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Phillip Ward, Hal A. Lawson, Hans van der Mars, and Murray F. Mitchell

education). • Priorities for young people’s health, mental health, and well-being, particularly the most vulnerable ones, encourage a shift to a whole school, whole community, and whole child model ( Association for Supervision and Curriculum Development, n.d. ) with blurry boundaries between schools

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Hal A. Lawson, Emily Jones, Zac Beddoes, Steven Estes, Stephanie A. Morris, Murray F. Mitchell, Hans van der Mars, and Phillip Ward

Community, Whole Child model (see Chapter 4) provides a second example of a target for a collective action formation. The model emphasizes 10 interactive priorities, the achievement of which requires school, family, and community alignment. Furthermore, the model promotes collaboration among school