Fossvogsskóli

Iceland

Leisure activities during recess, healthy morning snacks and health information to parents

Focus Area

Leisure Activities During Recess, Healthy News/Emails, Morning Snacks

Target Group

Students, staff, and the broader community

By María Helen Eiðsdóttir, School principal at Fossvogsskóli, Reykjavík, Iceland

Editor: Ingibjörg Guðmundsdóttir and Sólveig Karlsdóttir, DOHI, Iceland

Purpose and Goals of the Project

The purpose of this project is to foster a healthier, more supportive school environment that prioritizes the physical, mental, and social well-being of students. The primary goals include reducing instances of bullying, enhancing student well-being, and promoting healthier nutritional habits through increased consumption of fresh fruits and vegetables. Additionally, the project seeks to provide staff and parents with the tools and knowledge necessary to support students’ well-being effectively, while creating a framework that ensures the long-term sustainability of these efforts.

Focus Area and the implementing project

Leisure Activities During Recess

The project manager oversees the organization and management of recess activities, ensuring a well-structured program is in place. This includes assigning staff to monitor various play stations, planning designated areas for leisure and recreation, and ensuring that all necessary resources are available during breaks. The project manager collaborated with the principal to recruit and coordinate staff for supervising these activities, promoting a safe and engaging environment for students during recess.

Healthy News/Emails

Each month, the project manager sends out health-focused emails to parents and staff, providing practical advice, reminders, and friendly recommendations about healthy behaviours and public health. These communications aim to encourage positive lifestyle choices and foster a shared commitment to health within the school community.

Morning Snacks

The morning snack initiative started successfully but encountered challenges in gaining full teacher cooperation. To address this, a student team was formed to propose strategies for engaging teachers and promoting the consumption of fresh fruits and vegetables. One idea was to introduce a monthly “fruit cup” event, coupled with regular surveys to measure the percentage of students bringing fruits or vegetables as snacks. This approach proved effective, with data showing a noticeable increase in the consumption of fresh produce among students.

About Fossvogsskóli

The Department of Education & Youth (SFS) in Reykjavík city provides comprehensive educational and recreational services to children and their families, with a strong emphasis on primary education. The department oversees 38 public compulsory schools and six private compulsory schools, serving approximately 15,440 students across the capital. These schools operate in alignment with Reykjavík’s Education Policy, “Let Dreams Come True,” which is guided by the principles of the United Nations Convention on the Rights of the Child. This policy aims to nurture each child’s personality, skills, and abilities while preparing them for responsible lives characterized by understanding, peace, and mutual respect.

Among the 38 public schools under the SFS, Fossvogsskóli stands out as an exemplary district compulsory school for children aged 6–12. Located in Reykjavík, Fossvogsskóli serves around 350 students in grades 1–7 and employs over 50 dedicated staff members. The school is recognized for its committed team and active participation in the Green Flag Project/Eco-Schools, managed by the Icelandic Environment Association. It also embraces a health-promoting whole-school approach, fostering a supportive and inclusive learning environment.

Fossvogsskóli emphasizes literacy development through innovative methods, such as team teaching and close collaboration among educators. The school also places a strong focus on arts and crafts, outdoor activities, and diverse, flexible learning experiences tailored to students’ needs. Additionally, it promotes responsible parenting as a cornerstone of community engagement, ensuring a holistic approach to education.

SFS also supports students’ diverse needs by offering specialized services, including Icelandic as a second language instruction for nearly 3,000 primary students and providing support or special education to approximately 25% of primary pupils. To enhance learning beyond the classroom, the department manages 37 after-school programs and 25 youth centers.

Through initiatives like these and schools such as Fossvogsskóli, the Department of Education & Youth demonstrates its commitment to creating an inclusive, enriching environment for compulsory school students across Reykjavík. Fossvogsskóli has been participating in the Health Promoting Compulsory school network since 2010 and was one of the first schools to apply.

Results and Evaluation

Leisure Activities During Recess

Evaluation tools included:

- Student surveys: Gathered feedback on their experience during recess, including the use of recreational facilities and conflict resolution.
- Teacher surveys: Focused on assessing conflict management during breaks.
- School Pulse survey: A national-level tool used to evaluate student well-being during breaks.
- Usage statistics for poco fields (a popular game) and the bandy field.
- Feedback on the organization of breaks and whether students utilized indoor recess opportunities effectively.

Healthy News/Emails

- Monthly monitoring of students bringing fresh fruits and vegetables, comparing figures across months.

Morning Snacks

- Parent satisfaction was assessed through informal feedback, as a formal survey was not conducted.

Results Overview

1. Recess Improvements:

- - Objectives were largely achieved, with a decrease in bullying reported in the School Pulse survey results.
- - A noticeable improvement in the school atmosphere and student well-being was recorded.
- - More recreational facilities were introduced, including additional poco fields and a ready-to-use bandy field.
- - Indoor recess activities proved highly popular, with registrations filling up quickly and consistent attendance at all stations.

2. Healthy Eating Initiatives:

- - Surveys on fruit and vegetable consumption showed a significant increase, reflecting positive behaviour changes and heightened awareness of healthy eating among students.

3. Health Communication:

- - Although no formal survey was conducted, school administrators and teachers received positive feedback from parents about the monthly health-focused emails.

Key Achievements

- Student well-being increased, as shown by survey results.
- The frequency of bullying decreased, creating a safer and more supportive school environment.
- Students had access to a wider variety of entertainment options during breaks, catering to diverse interests and needs.
- Indoor recess opportunities successfully engaged students, offering alternatives for those who preferred quieter or indoor activities.
- The consumption of fresh fruits and vegetables increased, fostering healthier nutritional habits.
- Parents appreciated the health-focused emails, finding them informative and helpful.

Challenges

While the project achieved many successes, several challenges were encountered:

- Teacher Engagement:
  - Although most teachers were receptive to the project, some viewed it as an additional burden and were reluctant to invest the effort needed for its success. Attempts to activate and engage these staff members proved challenging and were not always effective.

- - There were difficulties in encouraging staff to effectively present the activity and leisure plans to students, limiting their impact.

- Student Leadership:
  - “Game friends” (students responsible for leading games) struggled to maintain their commitment during the second half of the year. Many preferred participating in the available activities rather than taking on leadership roles.

- Friend Zone Area:
  - The designated friend zone for fostering connections and social interaction was rarely utilized, partly due to a lack of consistent monitoring and oversight.

- Healthy Eating Encouragement:
  - Motivating teachers to actively promote the consumption of fresh fruits and vegetables among students was a significant challenge.

- Parental Involvement:
  - No challenges were encountered with parents, who were generally supportive of the initiatives.

Lessons Learned

Looking back, several areas for improvement were identified:

- - The initial composition of the project team could have been more strategic, ensuring a stronger commitment from key stakeholders from the start.
- - Greater effort could have been made to engage and motivate teachers to participate actively in the project.
- - Adjusting strategies earlier in response to challenges, such as providing more support to “game friends” or reallocating resources for the friend zone, might have enhanced the outcomes.

Promoting Factors – Success Factors

The project’s results were shared with key stakeholders through presentations and updates. First, the results were presented at a staff meeting, where the impact of the project was discussed in detail. Next, the findings were reviewed during a school council meeting to ensure alignment with school goals. Parents were invited to an open meeting to share their feedback and learn about the project outcomes. Additionally, the results were included in monthly health-focused emails sent to parents, ensuring consistent communication with the wider school community.

A dedicated project manager played a critical role in the success of this initiative, especially during its early stages. It was important to allocate at least 50% of their time to managing the project’s activities and ensuring its implementation. After the project became more self-sustainable, the staffing requirements were adjusted. Equally important was the strong support from the school’s management, which helped embed the project into the school’s culture and foster staff buy-in. Clear communication and goal setting ensured that everyone understood the objectives and their roles in achieving them.

Key Outcomes:

- - Student well-being increased, as reflected in survey results.
- - Bullying incidents decreased, contributing to a safer school environment.
- - Recess activities were enhanced, offering diverse options tailored to different needs and interests.
- - Fresh fruit and vegetable consumption rose, promoting healthier eating habits among students.
- - Parents expressed general satisfaction with the project and appreciated the monthly health updates.

Future Perspectives

It is crucial to teach children from an early age the importance of prioritizing their health and making conscious decisions that support a healthy lifestyle. Schools play a pivotal role in this effort, as children come from diverse home environments with varying levels of emphasis on health and well-being.

By embedding health education into their processes, organization, and activities, schools can proactively address the many factors that impact students’ well-being. This involves not only promoting physical health but also fostering mental health and well-being. Schools must ensure that they have the resources and strategies in place to respond effectively to students’ needs, creating an environment where all children feel supported.

Health is more than just physical exercise; it encompasses emotional resilience, social skills, and the ability to navigate life’s challenges. Mental well-being must be prioritized, with schools taking an active role in guiding and teaching students—particularly those facing specific challenges—how to build skills and adopt habits that enhance their overall well-being.

Looking ahead, schools should continue to innovate and adapt, emphasizing holistic approaches to student health. By doing so, they will not only equip children with the tools they need for a healthier future but also contribute to building healthier communities.

Recommendations for Health Promoting Schools

1. Dedicated Project Management

- - The most critical factor for success is appointing a dedicated project manager to oversee and manage the project effectively.
- - During the initial stages, it is essential for the project manager to dedicate no less than 50% of their working hours to ensure smooth implementation.
- - Once the project becomes self-sustainable, the project manager’s role can be scaled down, but continuous oversight remains important to maintain momentum and address emerging challenges.

2. Thorough Preparation and Clear Goals

- - Proper planning and preparation are key to success. Ensure that all staff members have a shared understanding of the project’s objectives and their roles in achieving them.
- - Establish clear, measurable goals, and communicate them effectively to all stakeholders.

3. Strong Management Support

- - Active involvement and support from school management are vital. The project must be integrated into the school’s overall operations, with management playing a collaborative role in its implementation.

4. Embedding Well-Being into School Processes

- - Schools should establish processes, organizational structures, and a seamless integration of well-being initiatives into daily school activities.
- - These systems should be designed to address the diverse needs of students and emphasize the importance of their physical, mental, and social well-being.

5. Holistic Approach to Health

- - Health education should extend beyond physical exercise to include emotional resilience and social skills, which are crucial for mental well-being.
- - Schools must act promptly to guide and support students facing specific challenges, equipping them with strategies to enhance their well-being and thrive in a supportive environment.

By adopting these recommendations, schools can create an environment that prioritizes health and well-being, ensuring that students are not only healthier but also more equipped to succeed in all aspects of life.