Djúpavogsskóli

Iceland

Implementing Health promoting school approach and integrating to Citta-slow approach

Focus Area

Nutrition and Physical Activity, Mindfulness and Mental Well-Being, Togetherness and Cooperation

Target Group

Students, staff, and the broader community

By Þórdís Sævarsdóttir acting principal at Djúpavogsskóli, Múlaþing, Iceland

Editor: Ingibjörg Guðmundsdóttir and Sólveig Karlsdóttir, DOHI, Iceland

Purpose and Goals of the Pupil Well-being Project

The goal of implementing the HPS approach is to complement and build upon the Citta-slow approach. Stakeholders are enthusiastic about the project and communication channels are open within the school and with the local community. Positive attitudes from the community and active student participation have facilitated successful project implementation and enhanced dialogue between home and school.

Focus Areas

Djúpavogsskóli is a new participant in the Health Promoting School (HPS) approach, with the primary goal of aligning it with the Citta-slow philosophy. The focus for the pilot project, part of the SHE4AHA initiative, is divided into three themes:

Theme 1: Nutrition and Physical Activity

- Develop school vegetable gardens and offer fruit subscriptions
- Review snack and water policies in collaboration with the food canteen
- Promote physical activity through initiatives such as the “Walk to School” project, cycling to school, the “School Run,” and “The Daily Mile”
- Increase access to the gymnasium and encourage outdoor education as part of the schoolwork

About Djúpavogsskóli

Djúpavogsskóli is located in the southeastern part of Iceland, in the small town of Djúpivogur, within the Múlaþing municipality. Djúpivogur, with a population of about 400, is a member of the Citta-slow network, which focuses on promoting a slow, peaceful lifestyle that values authentic production, wholesome food, and environmental protection. The school serves approximately 70 students, ages 6 to 15, from both rural and urban areas.

At Djúpavogsskóli, the focus is on co-teaching, collaboration, and interdisciplinary learning. The school utilizes its surroundings for educational and recreational activities. The core values of the school Courage, Respect, and Cooperation care integrated into daily life. Additionally, a music school operates in the same building, providing students with opportunities to explore their musical talents.

Theme 2: Mindfulness and Mental Well-Being

- Offer students mindfulness sessions and participate in the “Meditation Day for Young People”
- Promote the use of meditation music to encourage mindfulness among students and staff
- Provide education on mental well-being and incorporate these practices into daily school activities

Theme 3: Togetherness and Cooperation

- Foster empathy, cooperation, and positive communication within the school community
- Strengthen collaboration with local stakeholders and involve them in school activities
- Address bullying prevention and promote constructive communication with guidance from professionals from an NGO in this field

Results and Evaluation

Surveys were conducted among students, parents, and staff, alongside ongoing seminars and discussions. Cooperation with the student council and leadership council helped create a platform for presenting ideas.

While the school faced challenges as a new HPS participant, the pilot project achieved notable successes:

- Theme 1: The school gardens and fruit subscriptions were well-received, leading to increased engagement in healthy eating. Physical activity initiatives such as the school run, the “Walk to School” project and cycling to school were also successful, sparking conversations about bike accessibility and gym use.
- Theme 2: Mindfulness practices saw increased participation, and staff began incorporating mindfulness into their work. There was a greater focus on mental well-being in both schoolwork and daily life.
- Theme 3: Student participation and cooperation increased, with more collaboration across age groups and stronger communication with parents. The NGO project on bullying prevention also helped engage all stakeholders.

Challenges

Challenges included the small size of the school community, where minor issues, such as staff sickness, can delay progress. The project was occasionally put on hold due to these setbacks, which affected the continuity of implementation. Staff fatigue also impacted progress, as the introduction of the HPS approach added to existing stressors.

Promoting Factors – Success Factors

Djúpavogur’s participation in the Citta-slow movement provided a supportive foundation for the school’s health promoting initiatives. The school’s engagement with the movement enhanced both staff and community interest in the project. The assessment results (checklists baseline) in May 2024 highlighted opportunities for strengthening the HPS approach further.

Staff interest in the project has grown as positive outcomes have been achieved, with increasing participation from students and parents in initiatives like school gardens, mindfulness programs, and physical activity projects.

Future Perspectives

The school will continue to align its efforts with the Citta-slow approach and integrate it with the HPS framework. The project has inspired both the school and the wider community, and the school is expected to continue its role as a Health Promoting School.

Recommendations for Health Promoting Schools

Health promotion is a broad and complex concept, but it is an essential priority today. It is crucial that the implementation of health promoting initiatives is seen as a service to help interested parties strengthen their efforts, rather than as another imposed project. Focus should be placed on the small steps that create tangible changes on the ground, such as school gardens, fruit subscriptions, and outdoor education. Communication of success stories through traditional channels, including school newsletters and digital media, can also engage stakeholders and sustain momentum.