Health Education Curriculum

Coordinated School Health Program

The U.S. Centers for Disease Control and Prevention (CDC) identified six priority areas to improve adolescent health: poor eating habits, physical inactivity, tobacco use, behaviors that result in intentional or unintentional injuries, abuse of alcohol and other drugs, and sexual behaviors that result in [Page 426]unintended consequences. The CDC promotes adoption of a coordinated school health program (CSHP), an integrated, sequential, and age-appropriate health and physical education curricula within a healthy school environment. Additional components include school nutrition services, counseling and social services, student health services, school-site health promotion for faculty and staff, and family and community involvement. Full implementation of a CSHP in U.S. school systems will address the six priority areas. There is room for improvement, as true CSHPs have not been implemented in a majority of U.S. schools. More common are several components of a CSHP, for example, health and physical education, health screenings, and individual guidance. Annual school improvement plans may contain goals to enhance student health.

Although health education and physical education are complementary disciplines, each has a distinct purpose. Physical educators teach knowledge and skills for lifelong physical activity, regardless of ability level. Quality health education provides opportunities for students to acquire health knowledge, develop attitudes, learn behaviors, and practice skills. Student outcomes include improved physical, mental, social, and emotional health. In addition, students contribute to health of family and peers through school and community service projects, for instance, recycling aluminum, plastic, and paper. Both health and physical education are essential components of the CSHP and will enhance development of productive and healthy adults.

Who Should Teach Health Education?

Insufficient training in health education curriculum studies and the lack of quality informational resources are obstacles to overcome. The CDC reported in 2006 that most states (94.1%) provided health education staff with the opportunity to receive some form of a certification, licensure, or endorsement to teach health education. However, less than half of school districts require health education teachers to be certified, licensed, or endorsed in the discipline of health education.

In addition, a school district or system coordinator should oversee curriculum development, implementation, and evaluation, as well as organize professional development for teachers. Unfortnately, the CDC found that less than one fourth of states require each district to appoint a coordinator or supervisor of health education.

State education agencies issue credentials in the form of teaching certificates or licensure for health education teachers. These agencies are also responsible for establishing health curriculum guidelines for classroom instruction. National and state professional organizations are engaged in the process of reviewing and revising discipline-specific certification standards. The National Council on Accreditation of Teacher Education (NCATE) accredits schools, colleges, and departments of education. The American Alliance for Health, Physical Education, Recreation, and Dance and its member organization, the American Association for Health Education, oversee the NCATE health education accreditation process.

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