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Student Wellness Council

In 2007, the FUHSD Wellness Council was formed as a result to the changes in government regulations for food and beverages available for students on school campuses (for example: legislation to remove carbonated sodas in vending machines on high school campuses).

In 2016, the group was reconstituted as the Community Taskforce for Student Wellness. Members of the Taskforce in 2016 met to discuss concerns regarding student sleep deprivation, school-life balance (i.e., extra-curricular activities, homework), and wellness (i.e., physical, intellectual, emotional, social and spiritual balance).

During the 2018-19 school year, the Taskforce regrouped as the Wellness Council. The members of the Wellness Council were interested in student perspectives on various aspects of their school experience, including if and in what ways they were coping with stress experienced inside and outside of the school environment. A survey was designed to incorporate aspects of campus climate, academic performance, and social and emotional health. The work of the Council, which continued through January 2020, was rooted in the following core beliefs, which were developed by the group and updated in 2023:

Core Beliefs

FUHSD continues efforts to support student wellness (i.e., physical, nutritional, intellectual, emotional, social, and spiritual) with the following core beliefs:

  • It is imperative to continue this work by building on our longstanding efforts to develop resources and partnerships in support of student wellness. 
  • Any approach at the district or school level will need to be systemic. All people in all roles must understand how they influence student wellness.
  • Challenges to student wellness come from many sources including, peer and family relationships, academic stress, identity and intersectionality, societal pressures, socio-economic status, racism, and inequities people face.
  • Student wellness must be addressed through partnerships that include schools, families, and the larger community.
  • Exploration of this topic must take into consideration and be sensitive to the cultural diversity, and differing cultural norms and values, in our community.
  • We believe, and research supports the idea that strong nutritional, social, and emotional health benefits academic performance. Efforts to strengthen these areas are an aide to, not a distraction from, academic success.