The Chinook’s Edge School Division (CESD) in central Alberta launched CSAL in the fall of 2007, with the help of a large grant ($50,000/year, for three years) from the Alberta Healthy School Community Wellness Fund. The CSAL initiative follows the “comprehensive school health” model emphasizing student-led activities that contribute to the “three pillars” of health: healthy eating, active living and a positive social environment.

Uloth notes that this program stands out from others because it truly focuses on student involvement through the entire process.

“Our focus is for students to build confidence and leadership skills so they can take the initiative and responsibility for leading a healthy lifestyle,” says Uloth. “Through the process, students begin to realize not only how much work and planning goes into an event, but also how rewarding it can be.”

Mentors and Brainstorms
Uloth explains that each school that chooses to participate in the CSAL program must first have a dedicated teacher “mentor” to work with the students. “Some schools have more than one mentor, which is great. The mentors work closely with the students to help them choose and plan various events or efforts that contribute to healthy change in their school, homes and communities.”

When CSAL was launched in the fall of 2007, six schools signed on. As of January 2010, it has grown to 16 schools.

The CSAL program won a Healthy School Community Award in the Partnerships category, for its work during the 2008/2009 school year.

When a school joins the CSAL program, one of the first tasks carried out by the students is an assessment of their school’s needs in regards to the three pillars. “This is when the students are challenged to brainstorm activities and actions they can take, such as events that will increase student and community awareness about healthier eating or the benefits of increased physical activity.”

Uloth notes that the mentor’s role is to assist the students through the brainstorming phase and then to guide them towards effective planning and completion of various events or activities.

Learning to Last a Lifetime
“These steps are when some of the most important learning takes place,” says Uloth. “Our view is that students get real experience from organizing and leading in this way. It’s the type of learning that can last a lifetime.”

Student leaders, other students, parents and the community can all learn a lot about the three pillars of health along the way, offers Uloth. “All of the students or people involved in the events or activities are taking in key messages, whether it’s about healthy eating, active living or positive social environments.”

Student leaders learn to collaborate and plan by working together on written action plans for the school year, explains Uloth. She also notes the action plans from each participating school are shared online through a moderated wiki.

“This way, students and champions from each school can collaborate and learn from others, they can chat together online, read about activities done at other schools as well as view the steps taken to implement the event.”

The champions are provided with a resource binder which includes tools for goal-setting and planning activities. At the beginning of the year CSAL hosts a Kick-Off event.

“The kick-off event helps to launch the program in the school and community by creating excitement and awareness about the goals of the program,” explains Uloth.

“Students are also given a chance to celebrate last year’s activities, share success stories and discuss problem areas they encountered. The day helps the students gain ideas from other schools and try some of the equipment they can use to support their own school’s activities.”

Uloth notes that survey responses from students are usually positive and indicate a good level of student support for CSAL.  Here are some recent comments:

• “I believe we can make a big difference in our community and make it a better place to be.” (Grade 8 student, River Glen)
• “Leadership is very important for life. Thank you for providing it at my school.” (Grade 7 student, Innisfail Middle)
• “It's a great program in general; I feel very close to the other CSAL students, and even all the students in general.” (Grade 10 student, Delburne)

Nutrition Counts
Most of the individual schools in the division have worked to update their nutrition policies to reflect healthy eating options, notes Uloth. “The division is still working on a division-wide policy, but there are good things happening in the CSAL schools, such as more healthy choices in vending machines or cafeterias that serve only healthy choices.”

Achieving Active Leadership Goals
The schools that do the best job of carrying out their action plans over a school year can earn a certificate in one of five achievement levels, notes Uloth. “So far, we have two schools that have reached Platinum, our highest level. They are a great inspiration for all of our schools.”

Some of the activities the two schools carried out included:

• healthy options added to the canteen, water/juice machines replaced pop machines, smoothie days, pancake breakfast
• intramurals games, Terry Fox Run, recess equipment for each classroom, field days, health fair
• peace flags, trivia week, rock band competitions, random acts of kindness board

All of the CSAL schools are encouraged to become members of Ever Active Schools, notes Uloth, and can access physical activity and other resources from the program. “Our schools use a lot of ideas and tools available from Ever Active,” says Uloth. “For example, the Promising Practices booklet has a lot of good ideas that are used.”

The CSAL Project has purchased a variety of activity kits to support healthy eating, active living and positive social environments.  For example, Uloth notes that schools can access equipment such as blenders for smoothie days, and outdoor volleyball and speedminton kits for active living events. 

In addition, two sets of Sumo Suits along with mats and protective gear are available to CSAL schools. “The students and teachers are having a ‘blast’ competing with each other,” notes Uloth.

At the end of the day, it’s the students who make the CSAL program a success in their own school, suggests Uloth. “We provide resources and the mentors are really good at guiding the students, but it’s the students who bring the energy and excitement which makes the biggest difference.”