Health Education

The proliferation of personal technology at the turn of the 20th century contributed significantly to increases in sedentary lifestyles and resulted in the decline of the collective health of our nation's youth. Deficiencies in physical fitness, childhood obesity, hypertension, diabetes, and even hyperlipidemia are being reported at levels heretofore unimagined by prior health and medical professionals. In response, [Page 429]key initiatives generated by the federal government, state and local agencies, and educational policymakers at all levels have sprung forth with energy, momentum, and focus not seen since the Kennedy administration's 1961 commitment to “make a substantial contribution to the health and vigor of our citizens.” Among the most significant of those initiatives has been the focus on student wellness from a holistic perspective guided by Standards Based Health Education.

Standards Based Health Education originally emanated from the efforts of the Joint Committee for National School Health Education Standards in 1995, which was composed of members of the Association for the Advancement of Health Education (now the Association for Health Education [AAHE]), American Public Health Association, the American School Health Association, and the Society of State Directors of Health, Physical Education and Recreation, with sponsorship from the American Cancer Society. The standards address the major areas of concern regarding the nation's health identified by the Department of Health and Human Service and the Centers for Disease Control: (a) physical activity, (b) overweight and obesity [including nutrition], (c) tobacco use, (d) substance abuse, (e) responsible sexual behavior, (f) mental health, (g) injury and violence, (h) environmental quality, (i) immunization, and (j) access to health care.

In 2005, signaling its commitment to Standards Based Health Education, The Society of State Directors of Health, Physical Education and Recreation, under the aegis of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) and its health-related organization, the American Association for Health Education (AAHE) (formerly the Association for the Advancement of Health Education) issued a official resolution, grounded in the belief that (a) health and wellness are the rights of all students, (b) effective health education should be the product of schools, families, and community partnerships, and (c) health education should be standards based (see boxed text, page 430).

Specifically guiding the design and implementation of Comprehensive School Health Education are the actual AAHE (2007) standards, which were developed to promote the academic achievement of the nation's students and the overall improvement in the health of the country's citizens. Appearing below in abbreviated form are the AAHE standards and related rationales:

Rationale: The acquisition of basic health concepts and functional health knowledge provides a foundation for promoting health-enhancing behaviors among youth. This standard includes essential concepts that are based on established health behavior theories and models. Concepts that focus on both health promotion and risk reduction are included in the performance indicators (see http://www.aahperd.org/aahe/template.cfm?template=natl_health_education_standards.html).

Rationale: Health is affected by a variety of positive and negative influences within society. This standard focuses on identifying and understanding the diverse internal and external factors that influence health practices and behaviors among youth including personal values, beliefs and perceived norms.

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