{"doi":"10.1111/josh.12954","title":"Every School Healthy: Policy, Research, and Action","abstract":"The invitation to serve as guest editors of a sponsored issue, such as this one is a privilege, and it comes with a responsibility to showcase the impactful work of diverse and talented authors and colleagues. This responsibility also includes the need to ensure the content reflects the values of the American School Health Association, the Robert Wood Johnson Foundation, and its Together for Healthy and Successful Schools program grantees (with whom the idea for this issue originated). As we write this in the summer of 2020, we acknowledge that the world has changed a lot from the end of 2019 when this issue was first conceptualized and early 2020 when the authors were invited and articles were underway. We also know that it will have changed even more by the time this is published. Some of the biggest changes have been and will continue to be in the complicated and interlocking systems of education and health. We believe that these articles continue to be relevant, but it is important to acknowledge that they reflect work performed in very different conditions. We think it is fair to say that neither we nor any of the contributors to this issue could imagine the changes being wrought in the nation's schools and surrounding communities by COVID-19. At the same time, the powerful response to our nation's history of racism and inequality, much of it being led by young people, is leading to even more changes—particularly in areas of interest to readers of this special issue, such as the social-emotional and physical environments of schools. As you read these articles and consider their implications for your work in supporting healthy and safe environments for young people, we ask that you also reflect on the larger implications. What do they have to say for our future and the future of our young people? What are our responsibilities for creating systemic and systematic changes that will make schools healthier and safer for all? Our starting place for this issue was the last sponsored issue of the Journal of School Health, published in November 2015. That issue, which one of us (Hunt) co-edited, introduced the Whole School, Whole Community, Whole Child (WSCC) model to the field. The WSCC model was “…created to encourage education and health organizations to work together to improve student health and academic outcomes”1 based on the strong bi-directional relationship between the two sectors. By encompassing the individual student, the family, the school, and the community-at-large, the WSCC model offers opportunities to impact the conditions in schools that influence healthy behavior and learning.2 The WSCC model can be a useful tool for the building of a Culture of Health. As conceptualized by the Robert Wood Johnson Foundation (RWJF), a Culture of Health is one in which everyone has a fair and just opportunity for health and well-being. In its Together for Healthy and Successful Schools program, the RWJF set out to explore how, with equity as the undergirding principle, the WSCC model could be used to build a Culture of Health in schools. Three areas of interconnected work, Research, Policy, and Strategic Action and Alignment were identified as key to doing so.3 The accompanying guest editorial in this issue by Elstein and Ng'andu offers a deeper look at the RWJF's perspective.4 With 3 lead grantees (each with partners) designated to work in these areas above, this effort sought to catalyze new work, some of it by groups or individuals who had been actively engaged in supporting healthy environments for students, but in areas outside of the traditional school health field. The resulting products and lessons learned from this initiative are now being disseminated and utilized throughout the nation. They are available to all at healthysuccessfulschools.com. We received over 40 submissions, and whereas selection was challenging, we believe that this selection of articles provides a comprehensive picture of WSCC in action. 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