Comprehensive health education programs

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And Many More. A trusted suite of all-in-one education management software tools to streamline handling of data and documents, and orchestrating better relationships with students and clinical sites.

Join Demo Days. Comprehensive Education Management Manage all your data in one place. Curriculum Mapping Easily map your course objectives to each and every standard or requirement to quickly identify gaps, misalignments, and redundancies.

Accreditation Gather raw data and reports for your accreditation needs, whether it's related to your curriculum design and content, or your clinical education. An effective curriculum fosters attitudes, values, and beliefs that support positive health behaviors. It provides instructional strategies and learning experiences that motivate students to critically examine personal perspectives, thoughtfully consider new arguments that support health-promoting attitudes and values, and generate positive perceptions about protective behaviors and negative perceptions about risk behaviors.

An effective curriculum provides instructional strategies and learning experiences to help students accurately assess the level of risk-taking behavior among their peers for example, how many of their peers use illegal drugs , correct misperceptions of peer and social norms, emphasizes the value of good health, and reinforces health-enhancing attitudes and beliefs.

An effective curriculum provides opportunities for students to validate positive health-promoting beliefs, intentions, and behaviors. It provides opportunities for students to assess their vulnerability to health problems, actual risk of engaging in harmful health behaviors, and exposure to unhealthy situations.

An effective curriculum provides opportunities for students to analyze personal and social pressures to engage in risky behaviors, such as media influence, peer pressure, and social barriers. An effective curriculum builds essential skills — including communication, refusal, assessing accuracy of information, decision-making, planning and goal-setting, self-control, and self-management — that enable students to build their personal confidence, deal with social pressures, and avoid or reduce risk behaviors.

An effective curriculum provides accurate, reliable, and credible information for usable purposes so students can assess risk, clarify attitudes and beliefs, correct misperceptions about social norms, identify ways to avoid or minimize risky situations, examine internal and external influences, make behaviorally relevant decisions, and build personal and social competence.

A curriculum that provides information for the sole purpose of improving knowledge of factual information will not change behavior. An effective curriculum includes instructional strategies and learning experiences that are student-centered, interactive, and experiential for example, group discussions, cooperative learning, problem solving, role playing, and peer-led activities. Instructional strategies and learning experiences include methods for.

Concepts and skills are covered in a logical sequence. An effective curriculum provides enough time to promote understanding of key health concepts and practice skills. Behavior change requires an intensive and sustained effort. An effective curriculum builds on previously learned concepts and skills and provides opportunities to reinforce health-promoting skills across health topics and grade levels. A curriculum that addresses age-appropriate determinants of behavior across grade levels and reinforces and builds on learning is more likely to achieve longer-lasting results.

An effective curriculum links students to other influential persons who affirm and reinforce health—promoting norms, attitudes, values, beliefs, and behaviors. Instructional strategies build on protective factors that promote healthy behaviors and enable students to avoid or reduce health risk behaviors by engaging peers, parents, families, and other positive adult role models in student learning.

An effective curriculum is implemented by teachers who have a personal interest in promoting positive health behaviors, believe in what they are teaching, are knowledgeable about the curriculum content, and are comfortable and skilled in implementing expected instructional strategies.

Ongoing professional development and training is critical for helping teachers implement a new curriculum or implement strategies that require new skills in teaching or assessment.

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Facebook Twitter LinkedIn Syndicate. Characteristics of an Effective Health Education Curriculum. Minus Related Pages. Shaping personal values and beliefs that support healthy behaviors. Shaping group norms that value a healthy lifestyle. Developing the essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors. Focuses on clear health goals and related behavioral outcomes. Is research-based and theory-driven.

The goals of a comprehensive approach are to: promote health and wellness. School Environment Policy and Administrative Support District policies and administrative guidelines reflect a commitment to maintaining an open and positive psychosocial climate and a healthy physical environment that are conductive to high student achievement and the long-term health of students and staff.

The chief administrator, the school board and the school health coordinating council receive, at least annually, a report on the psychosocial climate of the school and a report on the physical environment, along with an action plan for continuous improvement of the school environment.

A uniform process for reporting injuries and health problems in the school environment should be in place and analyzed for the purpose of monitoring risk factors, trends and patterns and suggesting possible preventive measures. Effort should be made to compare the progress in the psychosocial and physical health arenas with relevant educational goals. Policies that assure safe transport of students to and from school e.

Psychosocial Environment Administrative support for a healthy psychosocial environment is evidenced by district and campus policies and procedures. The school environment is friendly, nurturing, respectful of differ ences, physically and emotionally safe and conducive to learning with high expectations for academic success.

School climate problems are addressed directly, in a timely manner and discussed openly within the limits of privacy. Effective instructional plans and techniques are used with all students to foster learning, self worth and mental health. Students, families and staff work as a team in planning and implementing programs and activities to affirm all cultural, linguistic and socioeconomic backgrounds.

Students are empowered to take a leadership role in the development and implementation of programs to promote a healthy school. Strong encouragement is given for students and staff to cooperatively solve problems and resolve conflict in an open and respectful manner. A crisis response system has been established to support students and staff in the event of violence, suicide, unintentional injury, death and other school-site incidents.

Physical Environment The quality of air, water and other environmental elements is monitored to ensure the safety and well-being of students and staff. The structure of, or adaptations to, school buildings ensure access by persons with disabilities. District and school emergency disaster plans are established and emergency drills held periodically. Staff and students are trained in and practice emergency, first aid and infection control procedures including universal precautions.

All schools have and maintain equipment and supplies needed to implement first aid and universal precautions for infection control. Buildings, equipment, playgrounds and athletic fields are clean, kept in good repair, free of hazards and meet all safety standards.

Student and staff comfort is maintained by adherence to appropriate standards for heating, cooling, ventilation, lighting, space, safety glass and noise. The cafeteria facility creates an environment that encourages students to participate in the meal service.

Safe, clean, appropriately equipped bathrooms, including facilities for hand washing, are available. Health Education Policy and Administrative Support District policies and administrative guidelines reflect a commitment to attain desired student outcomes essential to optimal physical and mental health. The chief administrator, the school board and the school health coordinating council receive, at least annually, reports on actions taken and results achieved related to desired student outcomes, along with the action plan for continuous improvement in health education.

At the intermediate and secondary level, certified health education specialists with teacher certification teach the health courses. Coordination and team teaching with related professionals is encouraged. At the elementary level, teachers have professional preparation in elementary health education.

Educators are given opportunities for effective professional training when implementing a new curriculum. Formative evaluations are conducted to monitor the implementation process and to determine the response of administrators, teachers, other staff, families and students to the curricular materials.

Summative evaluations are conducted to measure changes in students' knowledge, attitudes, behaviors, skills and social action related to health.

Congruence exists between the evaluation measures used, the district's health education curriculum, teaching strategies and the critical health objectives for student learning. Students demonstrate competence in essential health education objectives established for each grade level or course.

Curriculum Health education curriculum content is targeted at priority areas appropriate for developmental stage and potential risks. Health education includes integration of the physical, intellectual, social, emotional and spiritual dimensions of health as a basis of study in the ten content areas suggested by the Joint Committee on Health Education Terminology: community health, consumer health, environmental health, family life, growth and development, nutritional health, personal health, prevention and control of disease, safety and injury prevention and substance use and abuse.

Health education occurs as a regularly scheduled component of the curriculum at each grade level. The successful completion of health education is required for graduation. Health and safety issues are infused regularly into the curriculum of various subject areas e. Healthy decision making and psychosocial health are reinforced through guidance and counseling curricula and other pupil services prevention plans.

Health-enhancing messages are promoted via the media, social clubs, community service, extra-curricular activities and all school programming, including school nutrition services.

Opportunities to practice generic personal and social skills e. Teaching Methods Appropriate instructional strategies are chosen to achieve instructional goals. Health education resources from appropriate agencies and organizations are coordinated and used e.

Health Educator Standards Responsibilities and competencies for those providing health and safety education include: 2 Assessing individual and community needs for health education. Coordinating provision of health education services and acting as a resource person in health education. Professional Development Teachers are involved in: 1 identifying staff-development needs and 2 working with school leaders to implement staff-development programs to ensure achievement of standards.

Staff development and inservice programs related to current health and safety issues and instructional strategies are provided at the district level and from professional organizations. Health Services Policy and Administrative Support Policies and administrative guidelines promote, protect and improve the health and safety of students, staff and the community. Policies and administrative guidelines reflect quality assurance and accountability for an effective health services component.

The chief administrator, the school board and the school health coordinating council review, at least annually, reports on actions taken and results achieved by the health services component, along with an action plan for continuous improvement in the delivery of health services. The planning, management and delivery of school health services are provided by a school health professional e.

School nurses are registered nurses with a baccalaureate degree who have met specific school nurse requirements. Goals, Objectives and Program Outcomes Goals and objectives for the health services component are clear, based on assessed needs and stated in terms of expected outcomes. Student Services All school health services are conducted as required by law or as defined by the school health services plan e.

School nurses assess the health status of students, plan appropriate interventions and evaluate the care provided. Nursing interventions include case finding, direct care, health counseling, health education, referral and follow up.

School nurses provide students with direct, one-on-one health instruction as needed and deliver classroom instruction in collaboration with teachers and administrators. Students with special health care needs have a written, individualized health care plan and, when appropriate, the plan is incorporated into the individualized education plan IEP , modification plan or individual family service plan IFSP.

Students with complex medical needs may require lower ratios and must be decided on a case-by-case basis. According to state law and district policy, and upon proper medical authorization, the delegation of nursing activities to other school per sonnel requires that the school nurse provide training and ongoing supervision for the designated personnel regarding the delegated care. Educational programs that empower students and families to effectively access and utilize health care services are provided.

All school health records are maintained as required by law or as defined by the school health services plan. Coordination of Services Services are provided in each school in a health room or clinic with appropriate facilities and adequate equipment and supplies. School health services are coordinated with related in-school professionals and with students' primary care providers, as well as with community, city, county and state agencies and organizations. School health services make use of available school-based resources and community-based resources including professional and volunteer health organizations.

The director collaborates with community primary care providers to ensure that every student has continuous access to comprehensive primary health care services. The plan to coordinate health services with other school programs is monitored by the district school health coordinating council.