1.1 Programs should address the needs of the whole child (intellectual, social, physical, psychological, emotional) and identify and address all of the problems, assets, factors and conditions that affect their health, learning and development.
1.2 Prevent specific health and social problems but also build positive individual resilience and personal assets as well as family, community and organizational strengths.
1.3 Programs should also build and support principles, values and beliefs that underlie health promotion, social development and education.
1.4 Programs should be based on a recognition that health and social behaviours, personal health & physical conditions, knowledge/attitudes/skills, occur and develop over the life course.
1.5. Programs should be based on a clear, evidence-based understanding of the nature and prevalence of the health or social problems being addressed.
1.6 Programs should be based on a clear understanding of the impact and effects of the social and physical; environment of the school on the health or social problem being addressed.

2.1 Programs should address the needs of all children, but should also include special measures for more vulnerable children, families and sub-populations, or for particularly high risk behaviours or situations. (eg Children of alcoholic parents)
2.2 Programs should explicitly address social, economic, cultural or geographical determinants and seek to alleviate disadvantages relating to such families or communities.

3.1 Program planning should take into account the different, overlapping and interacting contexts (home, school, neighbourhood, community) that affect the health, learning and development of children and families.
3.2 Program planning should first understand the community context and then specifically address the elements of that context that most affect children and youth.

4.1 Policy-makers, officials, administrators, and practitioners should build a comprehensive approach while simultaneously addressing specific urgent issues or the elements/programs within a coordinated set of interventions.
4.2 Holistic approaches can address clusters of problems and conditions using combinations of synergistic programs, policies and practices .
4.3 Programs should be developed and implemented at multiple levels within systems and across several systems and then delivered using the school as a hub.

5.1 Policy-makers, officials, administrators, and practitioners should select evidence-based programs, policies and practices.
5.2 Multiple programs should be delivered in several domains that are often defined as the elements of a whole school, comprehensive or coordinated approach to school health promotion. These include:

a) Policies, mandates & procedures
b) Instruction & informal education
c) Health, social & other services
d) Positive social environment and social support
e) Healthy physical environment & practical resources

6.1 Identify, consider and use key mechanisms and local drivers
6.2 Use an evidence-based implementation process and model that includes a) required parent involvement b) required student involvement c) required community involvement d) required staff involvement e) required expert review f) required consultation and g) evaluation and reporting procedures
6.3 Consider carefully how the innovation will be distributed, disseminated or diffused (brought to a larger scale)
6.4 Consider and select the systems change approach and model that is most appropriate to your circumstance

7.1 Policy-makers, officials, administrators, and practitioners should select or develop a "school multiple intervention approach, coordinated program or whole school strategy coordinate several programs, policies, practices and services across five domains (policy, instruction, services, social environment, physical environment/resources) to achieve maximum impact in whole school and school-community strategies.
7.2 Policy-makers, officials, administrators, and practitioners should seek to influence the whole school environment, not just deliver programs or interventions within the school.
7.3 Policy-makers, officials, administrators, and practitioners should initiate, and support community-school Interactions.

8.1 Policy-makers, officials, administrators, and practitioners should seek congruence with the educational mandate of school
8.2 Policy-makers, decision-makers and practitioners should and anticipate competition and conflicts caused by divergence or competition with the academic/ educational roles/needs of the school.

9.1 Build different types of capacities including:

a) Coordinated policy/leadership
b) Staff for coordination,
c) Formal & informal mechanisms for cooperation
d) Knowledge synthesis & exchange
e) Workforce development
f) Monitoring & Reporting
g) Joint issue management, priority-setting, trend analysis
h) Explicit sustainability planning

9.2 Build capacity at all levels (government, agency, school, professional, community)

10.1 Program planning should first understand and then address the characteristics of public service systems (such as education, welfare, law enforcement and health). These characteristics can be grouped under these headings:

a) openness,
b) loose-coupling,
c) professional bureaucracies
d) working across multiple systems.