- Dedication
- About the Cover Art
- Contributors
- Introduction
- 1 Conceptualizing Youth Mental Health Through a Dual-Factor Model
- 2 Framing School Mental Health Services Within a Dual-Factor Model of Mental Health
- 3 Building Culturally Responsive Schools
- 4 Implementing Positive Behavior Interventions and Supports
- 5 Adopting a Trauma-Informed Approach to Social-Emotional Learning
- 6 Promoting School Safety, School Climate, and Student Mental Health
- 7 Preventing School Violence and Advancing School Safety
- 8 Cultivating Student Engagement and Connectedness
- 9 Creating Resilient Classrooms and Schools
- 10 Strengthening the Quality of Preschool, Childcare, and Parenting
- 11 Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
- 12 Promoting Physical Activity, Nutrition, and Sleep
- 13 Teaching Emotional Self-Regulation to Children and Adolescents
- 14 Promoting Students’ Positive Emotions, Character, and Purpose
- 15 Building a Foundation for Trauma-Informed Schools
- 16 Preventing Bullying in Schools
- 17 Supporting the Well-Being of Highly Mobile Students
- 18 Enfranchising Socially Marginalized Students
- 19 Preventing School Failure and School Dropout
- 20 Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
- 21 Raising the Emotional Well-Being of Students With Anxiety and Depression
- 22 Implementing Statewide Practices That Promote Student Wellness and Resilience
- 23 Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health
- 24 Accessing Targeted and Intensive Mental Health Services
- Afterword
- Index
(p. 243) Promoting Physical Activity, Nutrition, and Sleep
- Chapter:
- (p. 243) Promoting Physical Activity, Nutrition, and Sleep
- Author(s):
Ellyn M. Schmidt
, Tessa N. Hamilton
, and Jessica A. Hoffman
- DOI:
- 10.1093/med-psych/9780190918873.003.0013
Children’s physical and mental health are impacted by keystone behaviors including eating, physical activity, and sleep. Schools represent a critical venue for health promotion, and school-based mental health professionals possess the knowledge and skills to implement prevention and intervention strategies while also guarding against unhealthy weight control behaviors. This chapter discusses strategies for promoting physical activity and healthy eating in schools, as well as approaches for promoting sufficient sleep. There is an emphasis on universal (i.e., Tier 1) strategies with some attention devoted to targeted (i.e., Tier 2) approaches. Two important themes in this chapter include (a) the importance of systems level changes that appropriately recognize that factors outside children’s control impact their ability to engage in healthy behaviors and (b) the value of family–school partnerships to promote physical activity, healthy eating, and sufficient sleep.
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- Dedication
- About the Cover Art
- Contributors
- Introduction
- 1 Conceptualizing Youth Mental Health Through a Dual-Factor Model
- 2 Framing School Mental Health Services Within a Dual-Factor Model of Mental Health
- 3 Building Culturally Responsive Schools
- 4 Implementing Positive Behavior Interventions and Supports
- 5 Adopting a Trauma-Informed Approach to Social-Emotional Learning
- 6 Promoting School Safety, School Climate, and Student Mental Health
- 7 Preventing School Violence and Advancing School Safety
- 8 Cultivating Student Engagement and Connectedness
- 9 Creating Resilient Classrooms and Schools
- 10 Strengthening the Quality of Preschool, Childcare, and Parenting
- 11 Building Family–School Partnerships to Support Positive Parenting and Promote Healthy Families
- 12 Promoting Physical Activity, Nutrition, and Sleep
- 13 Teaching Emotional Self-Regulation to Children and Adolescents
- 14 Promoting Students’ Positive Emotions, Character, and Purpose
- 15 Building a Foundation for Trauma-Informed Schools
- 16 Preventing Bullying in Schools
- 17 Supporting the Well-Being of Highly Mobile Students
- 18 Enfranchising Socially Marginalized Students
- 19 Preventing School Failure and School Dropout
- 20 Providing Evidence-Based Supports to Students in the Aftermath of a Crisis
- 21 Raising the Emotional Well-Being of Students With Anxiety and Depression
- 22 Implementing Statewide Practices That Promote Student Wellness and Resilience
- 23 Using Universal Screening to Monitor Students’ Social, Emotional, and Behavioral Health
- 24 Accessing Targeted and Intensive Mental Health Services
- Afterword
- Index
