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In the United States, about 3.7 million students are injured at school each year, most injuries being unintentional and largely preventable. The article explains how well-collected injury data can persuade decision makers to act, support surveillance efforts, and guide the design and evaluation of injury prevention programs through local partnerships.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/preventing-unintentional-injuries-in-schools-how-to-use-data-to-build-partnerships-and-develop-programs/592274/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preventing-unintentional-injuries-in-schools-how-to-use-data-to-build-partnerships-and-develop-programs/592274.png","ImageObject",300,407,{"name":92,"@type":93},"Grenda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"How do partnerships and program development connect to safer schools?","Question",{"text":112,"@type":113},"The article states that no single health educator can implement guidelines alone. Forming partnerships and developing prevention programs based on local data helps health educators lead toward safer schools.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},592274,1792120504,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":131,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":67,"update_tm":135,"read_time":136},7971474921005,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Preventing Unintentional Injuries in Schools: How to Use Data to Build Partnershipsand Develop Programs  \nRebecca S. Spicer, XanJ. Young, Monique A. Sheppard, LenoraM. Olson, and TedR. Miller  \nABSTRACT  \nAcademic achievement and high test scores are not the only indicators of a successful school. A good school is also a safe school. Unfortunately, every year in the United States, approximately 3.7 million students suffer an injury at school severe enough to require medical attention or to limit activity. Most of the injuries are preventable. Data can be extremely effective in convincing school decision makers to take action to prevent injuries. Several state and local school systems in the United States have used either ongoing surveillance systems or a one time data collection effort to describe and highlight the school injury problem, leading to the design and evaluation of injury prevention programs. This article provides examples of some of these school-related injury surveillance efforts. It illustrateshow health educators can make a difference by getting involved in the creation of surveillance systems and using the generated data to make a convincing argument for school injury prevention. By forming partnerships and developing prevention programs based on local data, a health educator can lead the way to safer schools.  \nINTRODUCTION  \nHealth educators who work in schools know that academic achievement and hightest scores are not the only measures of a successful school. A good school is a safe school. Unfortunately, each year approximately 3.7 million students ages five to 19 years are injured at school severely enough to require medical attention or limit activity (Miller & Spicer, 1998) . That is about one in every 14 students. The vast majority of these injuries – 90% – are unintentional (Posner, 2000) and not due to violence-related behavior.  \nInjuries are preventable, and guidance exists to help health educators and schools implement effective injury prevention practices. In this issue of the American Journal of Health Education, Barrios, Sleet and Mercy (2003), summarize the School Health Guidelines published by the Centers for Disease Control and Prevention (2001) . In ad-  \ndition, a complementary set of school health guidelines is due to be released later this year by the Health Resources and Services Administration’s Maternal and Child Health Bureau ([http://www.national](http://www.national)[ ](http://www.national)[guidelines.org](guidelines.org)). These guidelines provide valuable information for health educators working in a school system. However, no single health educator can implement guidelines alone. Creating safe schools is a team effort, and to maximize the probability of success, health educators need to enlist partners and collect information that will justify prevention efforts and facilitate design of prevention programs.  \nADVANTAGES OF USING INJURY DATA IN PREVENTION ACTIVITIES  \nComprehensive data collection is a critical tool for injury prevention. Injury is the most common health problem treated by school health personnel (Nader, 1981), and  \nyet many schools fail to maintain injury records. Lack of data conceals the extent of the injury problem and contributes to a false impression that school injuries are isolated and unpredictable events. In fact, data collection can document the overall pattern of injuries in a school, including where, when, how, and to whom the injuries oc-  \nRebecca S. Spicer, Monique A. Sheppard, and TedR. Miller are with the Children’s Safety Network Economics and Data Analysis Resource Center, Pacific Institute for Research and Evaluation, 11710 Beltsville Drive, Suite 300, Calverton MD 20705. E-mail: Sheppard@ [pire.org. XanJ.Young is with the Education De](pire.org. XanJ.Young is with the Education De)velopment Center, Inc., Children’s Safety Network National Injury and Violence Prevention Resource Center, Washington DC. Lenora M. Olson is with the University o","cbCaijDzSFmyHRZG","https://ap.wps.com/l/cbCaijDzSFmyHRZG","pdf",108086,"English","# ABSTRACT\n# INTRODUCTION\n# ADVANTAGES OF USING INJURY DATA IN PREVENTION ACTIVITIES\n# APPLICATIONS OF STATE AND LOCAL SYSTEMS","[{\"question\":\"How do partnerships and program development connect to safer schools?\",\"answer\":\"The article states that no single health educator can implement guidelines alone. Forming partnerships and developing prevention programs based on local data helps health educators lead toward safer schools.\"}]","Preventing Unintentional Injuries in Schools - How to Use Data to Build Partnerships and Develop Programs | PDF",1792074211,13]