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Student Wellness Council

In December 2015, FUHSD Superintendent Polly Bove introduced a plan to involve interested members of the community as part of a Community Council on Student Wellness. The council would be established to initiate an exploration of ways in which the school community could begin to address persistent concerns regarding student stress and sleep deprivation directly impacting the achievement and experience of students in our schools.

The formation of the taskforce was motivated by a number of factors. For a number of years, several schools in the district had been involved in Stanford University’s “Challenge Success” program which had specifically identified school factors contributing to increased stress and reduced sleep levels for students along with strategies and approaches to address these issues. Other survey evidence from FUHSD schools also emphasized concerns about student stress, sleep deprivation and school-life balance. Additionally, the district was approached by a group of parents who were interested in moving schools to later start times as a solution to sleep and stress issues.

The Community Wellness Council was formed in January 2016. To initiate the work of the council, district staff developed a focus for action that was labeled the “defined problem” as the summation of concerns about student wellness issues related to sleep, stress, and balancing school and personal/family life: “Students struggle with wellness, school-life balance and stress, and sleep deprivation.” The council was also charged with responsibility for reviewing other priority student health issues including nutrition and mental health.

Student Wellness Survey Updates

Student Wellness Survey Update - Nov. 2019

District teachers, staff, and administrators are interested in our students’ perspective on various aspects of their school experience, including if and in what way(s) they are coping with stress they may be experiencing both inside and outside the school environment.

For many years the FUHSD administered the California Healthy Kids Survey, and over time we found that there were critical areas not covered at all or not in the depth we felt was supportive of our efforts on behalf of students.

A survey was designed to incorporate aspects of campus climate, academic performance and social and emotional health that could be consistently administered in order to gather trend data over time.

This survey is part of a research study, “High School Student Well-being and Life Stressors,” being conducted by Dr. Stuart Slavin, Board Certified Pediatrician which can be used to give us context to a broader sample. In collaboration with Dr. Slavin the survey was designed to incorporate standardized measures of anxiety and depression to establish a baseline for the level of symptoms experienced by our students along with a standardized measure of resilience as a gauge of progress over time. When thinking about any teen it is important to note that serious concern about the symptoms listed below would be based on them being sustained over time and impeding progress in aspects of their life, including school.

  • Symptoms of anxiety include feelings of worry, indecision and fear; muscle tension and restlessness; difficulty controlling the feeling of worry; and difficulty concentrating.
  • Symptoms of depression include feeling sad or tearful most of the time; feelings of hopelessness; fatigue and lack of energy; significant changes in appetite and sleep; and difficulty concentrating.
  • Resilience is defined as the ability to cope with difficulties.

The survey was administered during class time, took approximately 20 minutes and was completed by 9,761 students, 89% of District enrollment. For those surveyed, data represent a snapshot of one day in their lives and the following statements can be made:

  • The majority of responses from students surveyed indicated a moderate level of symptoms related to anxiety.
  • The majority of responses from students surveyed did not indicate symptoms of depression.
  • The majority of responses from students surveyed indicated a normal level of resilience.

Input from a medical professional who reviewed this data stated that the reported levels are consistent with this stage of adolescent development. Students are finding their way into adulthood through interactions in school, at home, in the community and in planning for the next stage of their lives.

Over the course of the 2019-20 school year, District and School Site Administrators, in collaboration with the Wellness Council, are reviewing data and next steps in the following areas:

  • What is the relationship between the levels of anxiety, depression and resilience and comfort asking staff for help?
  • What is the relationship between the levels of anxiety, depression and resilience and the number of AP/Honors courses a student takes?
  • What is the relationship between the levels of anxiety, depression and resilience and amount of time spent on homework on an average school day?

An executive summary of the 2019 survey, findings and outcomes will be shared with all FUHSD stakeholders by the end of the 2019-20 school year.

Printable Student Wellness Survey Update

Wellness Council Membership

The composition of the Community Wellness Council is ideally intended to include:

  • Parents, students, teachers and administrators, including those involved in the Challenge Success network;
  • Parents advocating for a change in school schedules;
  • Representatives from FUHSD employee associations; and
  • Community members, students or other staff with interest or expertise in issues of student emotional health and wellness.
Title Name  Site or Affiliation

Assistant Principal

Brooke Chan

LHS

Assistant Superintendent

Trudy Gross

District

Community Member

Brandon Lee

LHS

Community Member

Carl Shan

LHS

Community Partner

Lauren Olaiz

El Camino Hospital

Community Partner

Daniel Mestivo

City of Cupertino

Community Partner

Kate Jamentz

 

Community Partner

Roni Habib

EQ Schools

Community Partner

Stuart Slavin

 

Coordinator

Lori Riehl

District

Coordinator

Rachel Zlotziver

District

Director

John Dwyer

District

Director

Nancy Sullivan

District

Facilitator

Minh Le

The Wilfred Jarvis Institute

Guidance Counselor

Ana Franco

FHS

Guidance Counselor

Lisa Sheehy

CHS

Parent

Anna Hsieh

HHS

Parent

Anna Weber

CHS

Parent

Benaifer Dastoor

CHS

Parent

Carol Gao

HHS

Parent

Colleen Vandevoorde

HHS

Parent

Dawn Ying

HHS

Parent

Elaine Zhang

HHS

Parent

Ganesh Balgi

FHS

Parent

Henry Sang

MVHS

Parent

Howard Woo

HHS

Parent

Jena Rajabally

LHS

Parent

May Sui

HHS

Parent

Maya Bronicki

HHS

Parent

Peggy Alreck-Anthony

LHS

Parent

Scott Hughes

MVHS

Parent

Shirley Frantz

HHS

Parent

Stephen Chen

CHS

Parent

Terri Shieh-Newton

LHS

Parent

Yanping Zhao

HHS

Principal

Ben Clausnitzer

MVHS

Principal

Bryan Emmert

FHS

Principal

Kami Tomberlain

CHS

Program Specialist

Hayley Giniger

District

School Psychologist

Suzanne Roepke

CHS

Student Board Representative

Indali Bora

LHS

Student 

Rita Chen

LHS

Student Advocate

Dawn Predium

HHS

Student Advocate

Jessica Wang

FHS

Student Advocate

Leila Lurie

FHS

Student Advocate

Sarah Loyd

CHS/HHS

Superintendent

Polly Bove

District

Teacher

David Clarke

MVHS

Teacher

Lynn Chen

CHS

Teacher

Scott Victorine

MVHS

Council Goals and Work Focus

The work of the taskforce includes but is not limited to:

  • Understanding the research on student stress and sleep deprivation;
  • Studying the impact of the “No First Period” option and other actions district schools have already taken to address the issue;
  • Hearing from the other like-districts and schools about the impact of their efforts to address the issue;
  • Understanding the process, possible benefits and constraints of changing school schedules or other strategies suggested by research or with input from the group; and
  • Recommending a plan designed to reduce school factors that impact student stress.

Definition of Wellness

The Taskforce developed the following as their working definition of wellness:

“Wellness is an individual’s state of physical, intellectual, emotional, social and spiritual balance, achieved through the active management of proper diet, exercise, stress and illness prevention.”

Meeting Minutes and Presentations

2017

2016

Resources

School Site Time Management Sheets