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Impact of a Chicago Public Schools Network Specialist Supporting Health and Wellness Policy Implementation on Student
Julien Leider1, Jeremiah Simon2, Jamie Tully2
1Institute for Health Research and Policy, School of Public Health, University of Illinois Chicago, Chicago, Illinois, USA.
Background:
School health and wellness-related policies are associated with improvements in student health, but implementation varies. A Healthy Chicago Public Schools (CPS) Network Specialist position was developed to support policy implementation in one of 13 CPS elementary/middle school networks. This quasi-experimental study examines the impact of a Specialist position on student academic performance.
Methods:
Self-reported grades were obtained from 2021 to 2023 middle school Youth Risk Behavior Survey data (N = 3651). Grade point averages (GPAs) for Grade 6-8 students were obtained from administrative data for the 2018-2019 and 2022-2023 school years (N = 12,409). Difference-in-differences models were computed comparing changes in the network receiving Specialist supports and a comparison network.
Results:
The Specialist positively impacted self-reported grades (adjusted odds ratio: 2.23; 95% confidence interval [CI]: 1.12-4.42), with the adjusted prevalence of students earning mostly As or Bs increasing in the intervention network (75.08%-78.22%) while declining in the comparison network (84.40%-74.47%). Student GPAs showed a marginal trend toward improvement (coefficient: 0.15; 95% CI: -0.01 to 0.31, p = 0.07).
Implications:
District-level health and wellness policy implementation navigators can further schools' academic mission, supporting adoption of similar positions in other districts.
Conclusions:
Supports to schools to aid implementation of health and wellness-related policies can benefit student academic performance.
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