NOTICE: Coronavirus Guidance for School Districts: Per Governor’s executive order, in-school class cancellations remain in effect through the remainder of the 2019-2020 school year.

Emergency Meal Programs: The State Department of Education is authorizing two distinct categories of COVID-19 Emergency Meal Programs in accordance with federal requirements: 1) COVID-19 Emergency Meal Program Limited to Students Attending School in Specific Districts. School districts on this list are only authorized to serve meals to students attending their schools, and any other child age 18 years or younger residing in the same household; 2) COVID-19 Community-wide Emergency Meal Program for Children. Any child age 18 years or younger can receive meal(s) at any meal service and distribution sites in these towns/cities. They do not have to be a resident or attend school in these towns/cities. Check these links often as more locations continue to be added.

Whole School, Whole Community, Whole Child


Since 1987, the Centers for Disease Control and Prevention’s (CDC) coordinated school health (CSH) approach has guided Connecticut schools in the development and implementation of health-promoting policies, processes, and practices. A coordinated approach is necessary because many health and social issues can interfere with a student’s ability to learn. Research has shown that student health and academic achievement are closely interrelated.

Since education, public health, and school health sectors often serve the same children in the same settings, it is important to use a unified and collaborative approach when developing, implementing, and evaluating school health policies, practices, and programs. To address the need for an enhanced collaborative approach, the CDC and ASCD expanded and merged the eight-component CSH model with the five tenets of the ASCD’s whole child approach to learning (healthy, safe, engaged, supported, and challenged).

The expanded ten-component Whole School, Whole Community, Whole Child (WSCC) model provides the infrastructure schools can use to engage students, families, staff, and the community-at-large to improve the cognitive, physical, social, and emotional development of every child. When schools employ the WSCC model, there are greater opportunities to seamlessly support the whole child in reaching their full potential (Whole School, Whole Community, Whole Child: A Collaborative approach to Learning and Health, ASCD, 2014).


Physically Active School Systems (PASS) New!

The CSDE invites superintendents to nominate their school districts for the Red Ribbon PASS Program Award that recognizes physical fitness as an essential element of school success. A physically active school system provides opportunities for all students to be physically active throughout the school day. All applications must be submitted via e-mail to the CSDE no later than October 15, 2019. Successful applicants will be notified on or before November 1, 2019.

Connecticut Guide for Educators

Addressing the Needs of the Whole Child: Social, Emotional, Behavioral, and Physical Health, as well as Academic Achievement, in Connecticut's SRBI Process (CSDE Topical Brief 3, Scientific Research-Based Interventions, 2011)

10 Component Areas

  1. Health Education (CSDE)
  2. Nutrition Environment and Services (CSDE)
  3. Employee Wellness: Healthy School, Healthy Staff,Healthy Students: A Guide to Improving School Employee Wellness (National Association of Chronic Disease Directors)
  4. Social and Emotional School Climate (CDC)
  5. Physical Environment (DPH)
  6. Health Services (CSDE)
  7. Counseling, Psychological and Social Services
  8. Community Involvement
  9. Family Engagement
  10. Physical Education and Physical Activity (CSDE)