Best Practice Level of

Evidence Setting Length

of initiative

Frequency of

initiative

Health Outcomes

Soci

al &

Em

otio

nal Conduct school-based

meditation or mindfulness programs before, during, or after school for teachers such as:

• Standardized meditation 3 • B. Foundations course

from the Mindfulness in Schools Project 6

• Mindfulness training 2, 16,

24, 26, 32, 33, 43, 50 • Transcendental meditation

23 • Mindfulness-Based Stress

Reduction (MBSR) 25, 30,

52, 59 • Comprehensive Approach

to Learning Mindfully (CALM) 31

• The Cultivating Awareness and Resilience in Education (CARE for teachers) 36, 55

• Inquiry-based stress reduction meditation 54

• Reduce teacher stress 2,

3, 6, 23, 30, 36, 50, 52, 59 • Reduce stress

symptoms 16 • Lower frequency of

bad moods at work and home 16

• Improve satisfaction 16 • Increase sleep 16 • Reduce depression 23, 30 • Positive effects on

teacher emotional regulation 24, 55

• Reduce burnout 23, 25, 50 • Increase self-

compassion 25, 36, 50 • Improved classroom

organization 25 • Reduced psychological

distress 26 • Improved teacher

performance 32 • Improved exhaustion

and personal accomplishment 33

• Improved teacher wellbeing 36,43, 52

• Increased mindfulness 50

• Improved focused attention 50

• Improved working memory capacity 50

• Greater self-awareness 55, 54

• Evaluated challenging students in a more positive light 59

• Improved positive affect 31

• Increased tolerance for negative emotions 31

• Improvements in setting boundaries 54

• Increased centeredness 54

Menu of Evidence-based Practices for School Health: Employee Wellness

3

23

25

30

31

23

25

2

3

6

16

24

26

32

33

43

50

23

25

59

31

36

3

6

2

16

26

50

23

25

30

52

59

55

54

3

31

55

3

16

50

25

30

59

31

36

55

3

6

16

26

50

23

59

31

36

55

6

16

26

59

54

2

59

31

55

2

16

26

50

52

59

36

55

54

24

32

33

43

30

52

31

36

55

54

2

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Provide teachers with more coping strategies to implement such as: • Breath therapy 28 • Progressive relaxation 49 • Physical exercise 49

• Improved emotional well-being after 11 weeks 28

• Improved balance and mental stability 28

• Reduced stress 49

Implement workshops/trainings that incorporate how to handle interpersonal relationships: • Teach stress management

and peer collaboration 14

• Teach how to handle interpersonal problems in schools 62

• Teach stress biology and

management of interpersonal relationships 63

• Improved organizational commitment 14

• Improved personal accomplishment 14

• Improved job satisfaction 14

• Reduced depersonalization 14

• Reduced emotional exhaustion 14, 62

• Improved personal accomplishment 62

• Reduced teacher depression symptoms 63

Implement school-wide preventive behavior interventions that may include:

• Training teachers to implement behavior management programs: PAX Good Behavior Game & PATHS to PAX 20

• School-Wide Positive Behavior Interventions and Supports (SWPBIS): three tiered intervention model designed to match the intensity of

• Improved teacher efficacy 20

• Improved behavior management efficacy 20

• Improved personal accomplishment 15, 20

• Reduced emotional exhaustion 15

• Improved burnout levels 51

14

63

62

15

51

20

20

51 20

51

15

51

15 15

14

62

63

14

62

14

63

14

63

62

63

62

28

49

49

28

49

49 28

49

28

3

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

intervention with the severity of student problem behavior 51

• A whole-school rights-based reform initiative called Rights, Respect, and Responsibility 15

Implement cognitive behavioral techniques such as: • Self-administering

programs (i.e., complementary and alternative medicine) 5

• Conducting school-based

counseling groups with music therapy techniques 10

And in congruence with: • Self-management &

relaxation techniques, mindful exercises, aromatherapy, and acupuncture 60

• Reduced teacher stress after eight weeks 5, 60

• Reduced burnout levels after six weeks 10

• Reduced depression 60 • Reduced anxiety 60

Implement stress inoculation trainings (i.e., method to prepare individuals to handle stressful events) with 44 and without 7 exercise

• Decreased teacher stress 7, 44

• Decreased anxiety 44

5

10

60

7

44

5

10

60

5

10

60

10

60

5

10

5

8

44

7

44

7

7

44 7

44

4

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement gratitude programs designed to enhance self-awareness and well-being through self-reflection on meaning and appreciation 8, 9

• Increased life satisfaction 8

• Increased positive affect 8

• Improved personal accomplishment 9

• Reduced emotional exhaustion 9

• Reduced depersonalization 9

Implement a [collaborative] problem-solving training program using a cognitive behavioral model: • In person 53, 58 • Via the internet 22

• Improved teacher depressive symptoms 22

• Reduced teacher stress 53, 58

• Decreased discipline referrals 53

Implement a: • Mental health

curriculum training for teachers 37

• Mental health promotion program for teachers 61

• Improved help-seeking efficacy 37

• Reduced job-related anxiety 61

8

10

22

53

58

37

61

22

53

58

22

53

58

58

53

58

53

22

37

37

61

37

37 61

8

9

8

9 8

9

5

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement workshops/trainings that create individualized stress coping plan: • Teach sources of stress,

its effects, and help to create an individualized stress management program 35

• Require sharing of

professional experiences with colleagues, identification of stress factors and strategies for dealing with them, planning of personalized coping program, participation in relaxation training, practicing assertiveness, and identifying possible strategies for disruptive student behavior 18

• Reduced stress after 10 weeks 18

• Spent more time managing stress after two three-hour trainings 35

• Used more diverse methods to alter a major stressor after two three-hour trainings 35

Implement the ACHIEVER Resilience Curriculum to train teachers in the practices of values clarification, commitment, and mindfulness through cognitive behavioral therapy 13, 39

• Reduced job stress 13, 39 • Improved teaching

efficacy 13 • Stronger intentions to

implement evidence-based practices 13

• Improvements in implementing evidence-based practices with fidelity 39

35

18

13

39

13

39

13

39

13

39

18

18

35

18

35

18

35 18

35

6

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement mentoring programs with more experienced teacher mentors for novice teachers. 45, 47

• Improved self-efficacy

45 • Increased desire to stay

in profession 45 • Improved teacher

wellbeing 47 • Improved teacher

retention rates 47

Implement comprehensive health promotion programs that include:

• Stress management, nutrition education, fitness, weight control, and recreational activities 1

• Improved teacher morale 1

Develop pre-referral intervention teams for teachers that address student difficulties by implementing interventions and team support from other teachers before consideration for special education. 41

• Decreased teacher distress related to students’ needs41

45 47

45 47

45

47

45

47

45

47

45

47

1

7

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement induction programs that promote stress awareness, help teachers produce a personal stress improvement plan, and teach stress reducing techniques 29

• Less likely to quit profession29

Com

preh

ensi

ve W

elln

ess P

rogr

ams Offer comprehensive

wellness programs to employees such as: • Johnson and Johnson

Live for Life program that includes topics on weight loss, nutrition, blood pressure and stress management, offers health risk assessments, provides incentives for participation, and an after school exercise program 17

• Weight management program with weekly weigh-in/consultations, and physical activity and nutrition tracking 19

• Eat Smart, Move More, Weigh Less program – weight management program that teaches about nutrition and physical activity behaviors 22

• An obesity prevention program developed by a participatory process (i.e., the involvement of school personnel in designing the intervention through interest surveys) that incorporates health

• Higher fruit and vegetable intake 17

• Lower fat food consumption 17

• Higher physical activity

• Higher fruit, vegetable, and water intake 19

• Decreased BMI and waist circumference 21,

56 • Increased confidence

in healthy eating and being physically active 21

17 19 56 17

56

17

19

21

17

19

56

21 21 56

8

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

promotion activities such as providing healthy snacks at meetings, walking clubs, stress management, first aid trainings, healthy cooking classes, a quarterly newsletter, and incentives for program participation56

Screen school staff for cardiovascular risk factors (e.g., smoking, physical activity, and fat consumption) by conducting health risk assessments 48

• Improved physical activity levels48

• Increased notion that teachers have a role in promoting heart-healthy behaviors to students48

Send school employees to the statewide health promotion conference called ALL WELL, which promotes the development of coordinated school health programs. 34

Public schools

• More schools with active employee wellness programs after 7 years34

9

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement the WellSteps, LLC. Wellness program that includes administrative planning, culture evaluation and analysis, baseline health behavior and biometric evaluation, strategies to improve communication, and a behavior change campaign 40, 46

Public schools

• Increased exercise 40 • Increased fruit and

vegetable consumption 40

• Increased days per week of restful sleep 40

• Decreased alcohol consumption 40

• Lower risk measures for BMI, blood pressure, glucose and total cholesterol 46

Phys

ical

Act

ivity

Implement a website based physical activity intervention that includes an interactive computer-tailored program that generates individualized PA advice to improve PA levels 57

• Increased active transportation

• Increased leisure time physical activity

• Decreased time spent sitting

Prompt teachers through SMS messaging about exercise benefits, distribute PA leaflets, hang PA promoting posters around school, and provide pedometers for teachers to wear 12

• Increased steps at work

40

46 40

46 40

46

10

Best Practice Level of Evidence

Setting Length of

initiative

Frequency of

initiative

Health Outcomes

Implement a walking program for teachers:

• During school that includes incentives, a tracking system and walking with students 38

• After school at a moderate intensity for 30 minutes per day, 3 times per week 42

• Increased mood and energy 38

• Ability to bond with coworkers and students 38

• Increased heart rate variability 42

Nut

ritio

n Implement nutrition education workshops for teachers that include:

• Causes & implications of childhood obesity 11

• Importance of healthy eating and PA 4

• Use of nonfood awards 4

• Increased teacher nutrition knowledge 11

• Improved self-reported dietary behaviors 11

• Reduction in number of teachers who thought fast food should be offered as lunch and that is was acceptable to sell unhealthy foods as part of school fundraising 4

Incorporate environmental features (e.g., healthy choice signage, commercial kitchen, teaching kitchen, school garden, and removal of vending machines) in schools that promote healthy nutrition choices. 27

• Improved dietary fat intake 27

4

11

27

11

4 11

4

11

4

38

42

38

42

42

42

38

38

42

11

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15

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Contributors Content Expert Panelists:

• Ron Goetzel, Ph.D., Johns Hopkins University *2016-2018 Contributing members: Belansky, E., Coatsworth, J.D., Cutforth, N., Dauenhauer, B., Kutchman, E., Riggs, N.R., & Toll, R.

Suggested Citation: Pulling Kuhn, A., Carson, R. L., George, M.W , Graham, D., Ingman, B., & the Advancing

IDEAS for School Health Collaborative* (2018). Menu of evidence-based practices for school health: Employee wellness. University of Northern Colorado Active Schools Lab, Greeley, CO.

The creation of this menu was facilitated by the University of Northern Colorado Active

Schools Lab (http://www.UNCActiveSchools.com)