Childhood exposure to strong, frequent, or prolonged adversity such as physical or emotional abuse, neglect, caregiver substance abuse or mental illness, violence, or family economic hardship, Can have profound negative effects on the mind and body that may disrupt development of brain architecture and other bodily systems and lead to toxic levels of stress.
Exhaustion of physical or emotional strength or motivation brought on by prolonged or repeated stress.
Conditions persisting over a period of time that require health care and/or limit daily activities. Include allergy/anaphylaxis, asthma, diabetes, mental health, obesity, oral health, seizure disorder/epilepsy.
A serious disturbance of attitudes and behaviors related to food, including anorexia nervosa, bulimia nervosa, and binge-eating disorder.
A culturally responsive approach to building relationships with a child’s key family members through activities such as skill development, shared educational activities, leadership positions in the 21st CCLC program, and connections with schools and community resources. Also recognizes the important role family members play in children's academic and social-emotional development.
Disproportionately located in high-poverty areas, these are geographic areas where residents have few to no convenient options for securing affordable and healthy foods — especially fresh fruits and vegetables.
Excessive or inappropriate anxiety about one’s health, based on misinterpreting symptoms to be indicators of serious illness; often associated with hypochondria.
Learning and physical activities that support physical fitness, eating and nutrition habits, sleep, hygiene, disease prevention, and the healthy functioning of our surrounding environment.
Every person has the opportunity to “attain his or her full health potential” and no one is “disadvantaged from achieving this potential because of social position or other socially determined circumstances.” Health inequities are reflected in differences in length of life; quality of life; rates of disease, disability, and death; and access to treatment. To improve equity, identify student health and wellness challenges and be aware that out-of-school time programs may not be able to address all needs.
In the health and wellness context, all children have the right to be included in physical activities before, during, and after school. Inclusion encourages adaptations for students with disabilities to have the same roles and experiences as their peers without disabilities.
A written document of official policies that guide a school district’s efforts to establish a school environment that promotes students’ health, well-being, and ability to learn by supporting healthy eating and physical activity.
Learning opportunities that include nutrition education and other activities designed to help children choose and consume healthy foods and beverages.
Individual or environmental characteristics or conditions that promote physical and emotional well-being to help students choose positive health behaviors over risk behaviors.
The practice of taking an active role in protecting one's well-being and happiness, particularly during periods of stress.
The ability to understand and manage emotions; to form social connections and relationships; and to integrate thoughts, emotions, and behaviors in support of greater health and well-being in life.
Out-of-school time program leaders and staff members model and reinforce healthy behaviors for students by being physically active, consuming healthy foods and beverages, and participating in an employee wellness program.
Emotional or physical tension that comes from an event or thought that causes frustration, anger, or nervousness. In short bursts, stress can be positive, such as when it helps you avoid danger or meet a deadline. Long-term stress may harm your health.
The often-debilitating symptoms that many people suffer in the aftermath of perceived life-threatening or overwhelming experiences.
A program practice that realizes the impact of trauma and understands potential paths for recovery; recognizes the signs and symptoms of trauma in clients, families, staff, and others; resists retraumatization; and responds by fully integrating knowledge about trauma into policies, procedures, practices, and settings.
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