Objective: Guidelines from a variety of jurisdictions for the health-promoting schools (HPS) approach include healthy school policy as a critical element. Research also supports the importance of policy; however, there seems to be a lack of information on how to develop and implement policy. The article examines the processes involved in one school division’s development and implementation of healthy school policy.
Design: The study emerged from the Battle River Project, a multilevel partnership designed to explore the efficacy of implementing HPS at a school division level. The project intervention involved support for schools, a division-level steering committee, and a framework for implementation.
Setting: The Battle River School Division is located in Alberta, Canada, and serves both rural and urban school communities. The study involved 21 of the 36 schools in the division and was initiated by the Ever Active Schools programme.
Method: Development and implementation of policy and procedure were examined using case study methodology. Data gathered included interviews, focus groups, documents and observation.
Results: Four primary themes were revealed through data analysis. Perceptions and misconceptions; bottom–up/top–down; flexible rigidity; and the way we do business.
Conclusion: The process of developing and implementing healthy school policy can be streamlined by planning for clear communication, involving all stakeholders, and by embedding health into the structures of a school jurisdiction.
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