School Clinics Affects on Students Literature Review

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Utilization of the data and collection of the data should be one of the main aims of the policy makers. The data can be used by the policymakers in order to develop the policies and implement these in order to make sure that improvement can be ensured (Basch, 2011, p. 9).

3. One of the main roles that can be played by the policy makers includes reviewing the policies that have already been designed for the schools. How these previous policies have played roles in an improvement of academics of the children, their environments and their health are important parts of the review by the policymakers. It is important that funding is collected for the issues that affect health and academics of children.

4. The policymakers should make sure that the importance of school-based health clinics that can play roles in looking after the needs of the students.

Great levels of differences can be made by the schools in improving heath of the students. There is a great variety of educational supports that can be provided by the schools. Some of these services include healthcare programs, mental health services and breakfast programs. The importance of school-based programs lies in the fact that a large part of daily lives of the students spend in the schools. Thereby, the changes that will be implemented by the schools will remain for long (Kropski, Keckley, and Jensen, 2008, p. 1010). Ensuring students health is one of the main aims of the is seen that schools require that proper physical examinations are carried out on the students in order to make sure that they are healthy. Certain set of immunizations are required to be carried out on the students to make sure that any contagious disease are not transmitted within the students. School-based health care has played the most important role in maintain health and academic achievements of the students.

School-based clinics and healthcare systems have played important roles in greatly reducing dropout rates and failure on courses. Studies have shown that there are certain public schools in Dallas that have been serving for the healthcare of the students. The mental healthcare services and clinical services offered in these schools have shown that there is 32% reduction in school absentees, 31% reduction in the rates of course failures, and more than 95% reduction in the disciplinary issues (Bruzzese, Sheares, Vincent, Du, Sadeghi, Levison, Mellins, and Evans, 2011, p. 999).

On the other hand, it has been reported that asthma care centers that have been developed inside the schools have also played roles in maintaining healthcare of the students. Improvement of grades has been seen in the students who were looked after by the nurses hired by the schools to look after the health of children suffering from asthma.

School breakfast programs have played important roles in improving the academic and health-based life of the students. There are a number of private and public schools in U.S. that offer breakfast programs. It has been seen that these programs within the schools have greatly improved basic test skills, along with a great reduction in absenteeism, lowering anxiety and tardiness in the students, hyperactivity, depression, and psychological dysfunction. Studies were conducted on many schools in Philadelphia, and Baltimore, USA. There are many studies that have shown positive effects of breakfast. Average math grades of 2.8 were seen in the case of students who had their regular breakfast in the schools as compared to the score of 1.9 in relation to the children who rarely had breakfast. The breakfast programs have shown that average absenteeism also reduced in the students giving regular breakfasts in the schools. Children having regular breakfasts only reported 1.5% of absents during the academic term as compared to the 2.8% for students not having breakfast in a regular manner (Zenzen, & Kridli, 2009, p. 243).

On the other hand, it has been seen that there are a set of mental healthcare services provided by the schools for the children. These mental healthcare services paly important roles in increasing connectedness within the children in the schools. As the connectedness in increased, there is a great increase in the connectedness in the children with the teachers and peers. With an increase in the connectedness, there is a great reduction in alcohol abuse, and substance abuse. There is a great increase in the academic achievement, low health risk behaviors, and increase in attendance. Studies have been carried out on various teenagers and school going children in regards to the effects of various kinds of protective factors. These factors include school connectedness; expectations of the parents for increased an academic achievement, connectedness between parents and the students, as well as the involvement of the teenagers in the religious movements. These factors have been seen to have positive effects on the health and well-being of the students and these have a positive effect on the academic achievements of the students (Basch, 2011, p. 10).

Of all the positive factors, one of the strongest factors that have played roles in an increase in positivity in the students includes school connectedness. This factor protects against alcohol abuse, sexual abuse, alcohol and substance abuse, violence, sexual initiation, as well as injury.

It has been seen that more importance has been given by the schools to the family connectedness as compared to school connectedness. The family connectedness has been related to a great decrease in damaging behaviors in the children.

Various studies have shown that there are various school based activities that have included school-based student counseling as well as behavior modification. These are the school-based programs that have also focused on an improvement of education curricula. The studies have shown that these school-based programs have greatly improved student behaviors causing a great improvement in student academic achievements (Zenzen, & Kridli, 2009, p. 250).

Not only are the students helped in the case of better school-based programs, but there are great advantages that are gained by the schools themselves. In the presence of better school-based health clinics, there will be a great reduction in school absentees, an overall increase in attendance within the school, as these are some of the factors that can help in collection of school funding (Guo, Wade, Pan, and Keller, 2010, p. 1618).

These days, there is a great increase in focus being given by the schools on provision of mental healthcare services. There are a number of initiatives that have been started to maintain health of the students. Office of Adolescent Health within the Maternal and Child Health Bureau has started several programs that need to be started by the schools. There are two main mental healthcare service-based programs that have been started and these include the Center for School Mental Health Analysis and Action in the University of Maryland and the UCLA Center for Mental Health in Schools. One of the main aims of these programs is to make sure that the mental healthcare services in the schools. These mental healthcare programs within the schools will help in an improvement of educational achievements in the students as well as various instructional reforms (Gonzalez-Suarez, Worley, Grimmer-Somers, and Dones, 2009, p. 420).

Several studies have been carried out on the interventions of the schools in educational and academic achievements of the children. The studies have shown that more important role are played by the school ecology and school climates. The emotional, academic and psychological behaviors of the students are based on the schools' ecology. There is no doubt about the fact that there is a very less number of studies conducted on the roles of schools' ecology and environments on the students' behaviors but rare number of studies have shown that the schools' ecology also has a great effect on self-esteem of students (Guo, Wade, and Keller, 2008, p. 767).

Much has been debated on the roles of the schools, but there is still great gap in the studies. There are a number of empirical evidences of the effects that school-based health care centers have on the health and academic achievements of the students, but there are very less studies that have actually reported academic functioning as one of the most important outcomes of school-based healthcare intervention. On the other hand, evidence-based practice and studies that have been carried out in isolation from the actual ongoing educational research and policy making. It is important that practices and studies are carried out that can help in driving ecology (Wade, Mansour, Line, Huentelman, and Keller, 2008, p. 242).

It is important that future studies carried out on the effects of school-based healthcare interventions on the academic achievements of the students. More than 2000 studies have been carried out on the link between students' academics and the schools' ecology. A very less number of studies have actually reported the interest of policymakers and school administration in the mentioned linkage. These studies have not mentioned outcomes from the students' academics in relation to the roles that are played by the schools. One…

Sources Used in Document:


Basch, C. (2011). Executive Summary: Healthier Students Are Better Learners. Journal of School Health 81, pp. 4-107.

Bruzzese, J., Sheares, B.J., Vincent, E.J., Du, Y., Sadeghi, H., Levison, M.J., Mellins, B.R., and Evans, D. (2011). Effects of a School-based Intervention for Urban Adolescents with Asthma: A Controlled Trial. Am. J. Respir. Crit. Care Med. April 15, 2011 183, pp. 998-1006.

Gall, G., Pagano, M.E., Desmond, S., Perrin, J.M., and Murphy, J.M. (2000). Utility of Psychosocial Screening at a School-based Health Center. Journal of School Health 70, pages 292 -- 298.

Geierstanger, P.S., Amaral, G., Mansour, M., and Walters, R.S. (2004). School-Based Health Centers and Academic Performance: Research, Challenges, and Recommendations. Journal of School Health 74, pages 347 -- 352.

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