word “school” be eliminated, lest it be assumed that the burden lies only on the schools. That may not be practical, given the widespread use of the phrase and the fact that the schools do provide the focus and target site for these programs. However, it is likely to be useful in the committee's further work to distinguish the various levels of school responsibility and involvement as follows:

  • Programs/services that schools have the responsibility to deliver, such as classroom instruction.

  • Programs/services that schools have the responsibility to arrange, such as clinical services.

  • Programs/services with which schools should affiliate to benefit students, such as family protective services or public safety campaigns.

  • Programs/services that schools should promote, such as youth services and agencies or church-based programs.

In any event, the roles and responsibilities of others beyond the education sector will be closely examined during the rest of the committee's study.


Chapter 2 describes the historical background and evolution of health programming in the schools, proposes goals and optimal outcomes for comprehensive school health programs, and reviews previous definitions and models of school health programs. Chapter 3 gives the committee's provisional definition of a comprehensive school health program, with an explanation of terms. This definition may be subject to revision or expansion, based on findings from the committee's study. Chapter 4 sets forth a set of questions and issues that the committee intends to examine in its full report.

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