Abstract:
The purpose of this ethnographic case study was to describe the characteristics of one
school's Comprehensive School Health (CSH) initiative and to explore the experiences of
school community members in order to gain an understanding of how one school
embraced a Comprehensive School Health approach. An elementary school (grades
Junior Kindergarten to six) in Burlington, Ontario was the research site for this study.
Multiple methods of data collection (observations, document analysis, interviews) were
used in keeping with the ethnographic and case study approach. The data were coded
using both a deductive and then inductive process (Merriam, 1998). From a deductive
perspective, the coding system and the subsequent identification of categories were based
on a priori categories identified by using the elements of CSH based on the
Comprehensive School Health Consensus Statement prepared by the Canadian
Association of School Health and the research questions. Findings included the role that
various school community members as well as the implementation of different programs
and policies played in applying a CSH approach. The impact ofthe physical environment
was described as well as successes and challenges related to the school's experience in
implementing CSH. Three main themes emerged that characterized this school's
experience. The first theme relates to the fundamental question about CSH which is the
school community's understanding o/the concept. The second theme focused on positive
school culture and the third and most diverse theme was that of capacity. Engaging in
CSH is a complex and long-term undertaking involving both the school and greater
community. Based on the experiences of this school's community members,
recommendations address the different levels of influence on the health of children.
