Author ORCID Identifier

https://orcid.org/0009-0004-3522-0895

Semester

Spring

Date of Graduation

2026

Document Type

Dissertation

Degree Type

PhD

College

College of Applied Human Sciences

Department

Not Listed

Committee Chair

Eloise Elliott

Committee Member

Sean Bulger

Committee Member

Marlene Schwartz

Committee Member

Emi Tsuda

Committee Member

James Wyant

Abstract

ABSTRACT

Wellness Policies in Action: A WSCC-Based Comparative Analysis of District-Level Policy and School-Level Practices

Leanne D. Watson, M.S.

The United States Department of Agriculture utilized the policy platform to implement and reinforce federal mandates aimed to improve health outcomes for student-aged youth, requiring all schools participating in the National School Lunch and/or Breakfast Program to develop a written wellness policy beginning with the 2016-2017 school year. However, the resulting impacts on school environments are unclear. The Whole School, Whole Community, Whole Child (WSCC) model is a recommended framework to influence wellness policies and school practices and support the holistic development of students. Nonetheless, current literature calls for more research applying the model to support its use. The purpose of this study is to examine the alignment of a sample district’s policy and school practices, guided by the ten domains of the WSCC framework, and further support the development of school wellness recommendations and improvements.

This study used a quantitative case study approach for a WSCC-driven cross-sectional analysis of a sample district’s wellness policy and school practices. Data collection involved independent processes for the district policy analysis and report of school practices, but employed parallel instrumentation to allow meaningful comparisons to take place. The district policy was commonly found to use suggestive language, resulting in low strength scores. School practice scores performed best in the sections addressing safe environment and behavioral supports, but struggled with community involvement. No statistically significant correlations were found between the district policy and school practices, but visual comparisons generated noteworthy findings. School practices consistently scored higher than the district policy across the ten WSCC components, with the exception of community involvement. Employee wellness was steadily one of the lowest-scoring sections for both district policy and school practices.

The methodology used in this study allowed for a detailed account of the sample district’s policy structure and school practices taking place. The findings suggest that policy-practice studies, especially using the WSCC framework, are domain-specific and should not be universally applied to the policy or practice itself. WSCC components work in synergy, but need to be evaluated at the individual level to address where targeted support is needed. This study expands on current literature foundations through facilitating a better understanding of the WSCC framework’s presence and utility within school wellness, and stands as a model for researchers to build upon and formalize in greater magnitude moving forward.

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