Table 1.

Potential Roles for Students in the Implementation of the WSCC^*

Potential roles	Illustrious Student Skill-Building Areas	Examples
Planners/Consultants	• Cooperative leadership skills • Project planning • Identifying issues in education and health • Communication skills • Time management • Setting priorities • Delegation	• Planning the school day calendar (E, M, HS) • Designing classroom seating and work areas (E, M, HS) • Co-designing lessons and/or curriculum (E, M, HS) • Membership on school health team (E, M, HS) • Membership on school improvement team (E, M, HS) • Student-created district budget (HS) • Serving on community boards (M, HS) • Serving on planning team for a student health center (M, HS) • Advising the local Board of Education on health-related policies (M, HS) • Planning school-wide health activities such as a health fair, fun run, or activity night (E, M, HS)
Educators	• Learning styles • Teaching skills • Evaluation methods • Classroom planning • Topic understanding • Facilitation and presentation skills • Evaluation skills • Content expertise • Adapting for differences • Using background knowledge • Assessing skills and knowledge	• Co-designing, delivering, and evaluating lesson plans (E, M) • Providing peer education on 6 health risk behaviors related to premature death and disease (E, M, HS) • Participating in student/adult co-teaching (M, HS) • Teaching lessons on local health and education issues (HS) • Presenting health-related issues to community leaders (E, M, HS) • Conducting workshops for parents on health and education issues (E, M, HS) • Creating and sharing online lessons for students in another school or country (E, M, HS) • Providing instructional information over social media and other school and community media opportunities such as black boards, white boards, bulletin boards, table tents, public address system, school and community newspapers (E, M, HS)
Researchers	• Research methods • Identifying issues in health and education • Assessing research results • Designing action projects • Communicating findings in various formats • Applications to real world • Cause and effect • Cost-benefit analysis • Representing data in meaningful ways for various audiences	• Conducting school psychological climate evaluations (E, M, HS) • Conducting classroom and school physical environment assessments (M, HS) • Conducting surveys of student health and safety behaviors (E, M, HS) • Conducting student-designed action research (M, HS) • Identifying local issues (eg, disparities, diversity, youth issues, and community needs) (HS) • Studying access to health care issues for adolescents and making recommendations to school and public health officials (M, HS) • Analyzing the student/adult relationships within the school (E, M, HS) • Analyzing data about new programs (eg, new health education program, school-based clinic services, absentee reduction programs, and new student orientation programs) (E, M, HS) • Identifying access to community services for various age groups and make recommendations (E, M, HS)
Organizers	• Creating petitions • Understanding school governance • Understanding democratic process • Group process skills • Collaboration skills • Relationship skills • Issues in governance • Public speaking • Using social media in positive ways to reach various audiences • Conducting needs assessments	• Establishing student-led signature-collecting campaigns promoting their interests (E, M, HS) • Promoting student-designed school improvement agenda (M, HS) • Organizing student-led education/health conferences (HS) • Organizing capstone projects targeting various groups (eg, fitness activities for senior citizens and early childhood nutrition projects) (E, M, HS) • Implementing an advocacy campaign using social media or convening a public meeting on an issue (M, HS) • Developing materials on a health issue to influence policy makers at the local, state, and national levels (E, M, HS) • Organizing community-based programs to reduce tobacco and alcohol access to underage youth (M, HS)
Evaluators	• Self-awareness • Critical thinking • Small group facilitation • Event planning • Cost-benefit analysis • Understanding quality vs. quantity • Writing summary reports	• Conducting evaluation of student-led parent-teacher conferences (E, M, HS) • Evaluating student-created school programs on local health and education issues (M, HS) • Conducting surveys and focus groups to determine if current health care services meet student and staff needs (E, M, HS) • Conducting evaluations of student-run activities (E, M, HS) • Evaluating school meal programs for nutrition, food waste, and/or using the cafeteria as a nutrition learning laboratory (E, M, HS) • Surveying students about access to safe places to play and making recommendations to local authorities (E, M, HS) • Conducting focus groups with students, parents, and school staff (M, HS)
Decision Makers/Leaders	• Creating consensus • Teambuilding • Conflict resolution • Community building • Issues in education and health • Triage and prioritizing • Cause and effect • Adapting for differences	• Establishing student-led classroom governance (E, M, HS) • Implementing school wide promotion of health behavior issues (E, M, HS) • Promoting school wide student initiatives to improve school climate (E, M, HS) • Serving on teacher and principal hiring committees (HS) • Developing and participating in a student-teacher team leadership training (M, HS) • Developing and participating in student advisory, peer mediation, service learning, or community service (M, HS)
Advocates/Activists	• Active listening • Problem solving • Communication skills • Issues in education and health • Group decision-making • Diversity awareness • Facilitation skills • Event planning • Public speaking • Writing for different audiences	• Organizing health and/or safety advocates to promote health, environment, and educational classroom/school changes (E, M, HS), as well as community change (M, HS) • Utilizing students to promote community service learning issues (M, HS) • Promoting community-linked health services or school-based health center (M, HS) • Implementing an advocacy campaign using social media (M, HS) • Convening a public meeting on education, health, or social issues (M, HS) • Creating and running special interest clubs that address health issues (E, M, HS) • Petitioning policy makers about school health issues (eg, start time, school foods, and access to recess) (E, M, HS)

E, elementary school; M, middle school; HS, high school; WSCC, Whole School, Whole Community, Whole Child.

^*Adapted from Fletcher.¹²