Our CSH approach weaves common goals throughout each school and community while allowing for customizable ways of addressing the unique needs of our students, schools and communities. The environment is highly flexible and adaptable. Our approach is aligned with the Ministry of Education belief that the development of the whole child is paramount for our education community.

CSH encompasses the following:


  • Recognizes that healthy young people learn better and achieve more
  • Understands that schools can directly influence students’ health and behaviours
  • Encourages healthy lifestyle choices, and promotes students' health & well being
  • Needs the participation and support of families and the community at large
  • Incorporates health into all aspects of school and learning
  • Links health and education issues and systems
Learn About The 4 Pillars Of CSH
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"Nurturing spirit is the aspect in your life that makes you smile! This is about what makes you feel good and connected. This builds your self-esteem, self-confidence and allows you to be connected to others, mother nature and yourself. Nurturing your spirit supports your mental, emotional and physical aspects of your being."

First Nations Health Authority

"Strength and agility I had lots of - and useful that was in many ways; including outdoor activities with my family."

Maywell Wickheim

co-founder of The Kludahk Outdoors Club (1925-2015)

"Everyone has to work together to make change and it is going to take all of us to make change. Leaders and Elders have to prepare young people so that positive change takes place."

Chief Gordon Planes

T'Sou-ke Nation

"Health is a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity."

World Health Organization, 1948

photo by Goldstream Gazette

"Mother Nature rewards us
with an almost unending supply of interesting, curious, strange, and exciting things to enjoy or marvel at, if only we are fortunate enough to be at the right places, with open receptive minds and senses, at the right time!"

Maywell Wickheim

co-founder of The Kludahk Outdoors Club (1925-2015)

"Good health is a duty to yourself, to your contemporaries, to your inheritors, to the progress of the world."

Gwendolyn Brooks

Poet and Teacher (1917-2000)

Physical Literacy

= Active Life / Let's Play


This program embraces the Action Schools! BC Physical Literacy Model. Physical Literacy is the development of fundamental movement and sport skills that enable a child to move with competence and confidence in a wide range of physical activities, (such as games, sports and dance) in various environments. It focuses on core abilities, movement skills and specific sport skills used independently and with others in games and play. It is inclusive with children with special needs.

The proper development of Physical Literacy in children promotes a life-long enjoyment of physical activity which leads to improved long term health and independence.

Healthy Eating

= Know Your Food / Nourish Your Body


Through encouragement, knowledge, opportunities and skills this program supports students to make healthy eating choices. As well, in school access to healthy food is increased while access to unhealthy food is limited.

Healthy Eating supports learning, social, physical, and mental well being. It is a responsibility shared by schools, families and communities. Learning about the value of food promotes long term adoption of healthy eating patterns.

“What I see when students leave…. they’ve attached themselves, it’s not something they’ve learned from a book but by feeling, touch and taste and they take that with them and that is empowerment…”
Chef Pia Carroll, Culinary Arts Instructor
Edward Milne Community School (1952 – 2015)

Social Emotional Learning

= Self-regulation / Mindfulness


This program promotes mental well being and provides skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy and compassion for others, establish and maintain positive relationships, and make responsible decisions.

Social Emotional Learning encompasses the First Peoples Principles of Learning (outlined by FNESC) which reflect a respectful and holistic approach to education. Also S.E.L. implements the Zones of Regulation (developed by Leah Kuypers, OT), the Committee for Children’s Second Step program, the Restitution philosophy based on William Glasser’s control theory and Aboriginal Restorative practices

Nature Connection


All our Well Being Programs connect students with nature through growing & learning about food; outdoor physical activities; and respecting & appreciating the environment.

"You know there are kids out in the world that will make it different and for the better, because they are understanding better where their food comes from and how it can be grown"

Chef Pia Carroll, Culinary Arts Instructor
Edward Milne Community School
(1952-2015)

Well Being Videos


Breathe

Long Story Shortz

Recess

Long Story Shortz

Hands Up 2

Ophea Canada

Social & Physical Environment

The social environment is the quality of relationships among and between staff and students in the school, and includes their emotional well-being. The physical environment refers to the buildings, grounds, play space, and equipment which surround the school.

Social environment examples include environments that do not tolerate bullying, positive learning environments that consider the needs of students with social/emotional concerns, leadership role opportunities, services that address at risk youth.

Physical environment examples include amenities such as sanitation and air cleanliness, accessible meeting and social places where students feel safe and valued, awareness of potential safety concerns, and a shed that houses tools used in the school garden.

Healthy School Policy

This can encompass everything from management practices and decision making processes to rules, procedures and policies at all levels of the school.

Healthy school policy examples include BC’s Guidelines for Food and Beverage Sales, creating an anti-bullying policy, BC’s Safe Caring and Orderly Schools Guidelines, a policy of using the food harvested from a school garden in the school cafeteria, and encouraging students to pack healthy lunches while teaching basic nutrition during class time to support this practice.

Teaching & Learning

This includes both formal instruction, and informal learning, such as teachers modeling healthy behaviours for students. Ideally, teacher instruction will draw from, or be influenced by, the schools healthy policies so that all classrooms receive a similar message.

Teaching and learning examples include health promotion discussions in the classroom, listening and validating student perspectives and incorporation of culturally relevant themes.

Partnerships & Service

These link the school to the broader community, enhancing the range of supports and opportunities for students, parents, educators and others.

Partnerships and Services examples include health authorities and education sectors working together, community organizations supporting school activities or curriculum, donations of product or labour from a company towards the creation of a school garden, and contacting fruit and vegetable growers/distributors for donations towards a school event or promotion.