NATIONAL HEALTH EDUCATION STANDARDS: Achieving Health Literacy doc

NATIONAL HEALTH EDUCATION STANDARDS Achieving Health Literacy An Investment In the Future Students who are hungry, sick, troubled or depressed cannot function well in the classroom, no matter how good the school. Carnegie Council on Adolescent Development, 1989 The National Health Education Standards are designed to teach kids how to think, not what to think. John Seffrin, Executive Vice President/Chief Staff Officer, American Cancer Society No knowledge is more crucial than knowledge about health. Without it, no other life goal can be successfully achieved. The Carnegie Foundation Report on Secondary Education in America The Standards…will help us help our kids…they can help us empower young people to create a solid vision of good health from the start. Dr. John Seward, American Medical Association Comprehensive school health programs offer the opportunity for us to provide the services and knowledge necessary to enable children to be productive learners and to develop the skills to make health decisions for the rest of their lives. National School Board Association In the larger context, schools are society’s vehicle for providing young people with the tools for successful adulthood. Perhaps no tool is more essential than good health. Council of Chief State School Officers Clearly we have no time to waste in…making health education as much a part of the public school curriculum as reading or math. Virginia Markell, National PTA …health education must begin in the first grade and develop, year by year, just as the mind and the body and the psyche of a child develop, year by year. The more we deny this basic information, the more we hurt a child’s ability to survive. It would be reckless to withhold this information…for knowledge is every child’s greatest protection. It is also every parent’s greatest protection. Marguerite Kelly, Syndicated Columnist, Author NATIONAL HEALTH EDUCATION STANDARDS Developed by the Joint Committee on National Health Education Standards Sponsored by the American Cancer Society Individuals are encouraged to copy and disseminate all or parts of this document to further enhance the quality and scope of school health education. Any copies should cite this document by including the following statement. “This represents the work of the Joint Committee on National Health Education Standards. Copies of National Helath Education Standards: Achieving Health Literacy can be obtained through the American School Health Association, Association for the Advancement of Health Education or the American Cancer Society.” Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 A Time for Excellence in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 National Health Education Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 National Health Education Standards for Students. . . . . . . . . . . . . . . . . 15 Organized by Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Organized by Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Opportunity-To-Learn Standards for Health Education . . . . . . . . . . . . 43 Process and Premises for Developing Standards . . . . . . . . . . . . . . . . . . . 51 Conclusions and Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Attachments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Members of the Joint Committee. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Timeline of Events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Making Time in the School Day for Health Instruction . . . . . . . . . . . . . 69 Statement of Education and Health from Joint Secretaries . . . . . . . . . . . 73 Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Reference List of Key Documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 TA B LE O F CO NT ENT S At The Walt Disney Company, children have been our top priority for more than 70 years. That is why we are especially pleased to support the National Health Education Standards. To Disney—and to me personally— these standards represent a vital first step. For America and her children, they come not a moment too soon. Michael D. Eisner, Chairman and CEO The Walt Disney Company 1 The heart of this document lies in the National Health Education Standards that were developed with input solicited from thousands of reviewers including professionals in health and education, parents, and community members. Carefully crafted to reflect the state-of-the-art in school health education, these Standards draw from numerous documents and the experience of various other education standards development groups. The goal: to develop for schools what would be a framework for “world class” health education in this country. Simply, these Standards are a framework for schools to use to create an instructional program that will enable their students to become healthy and capable of academic success. The document begins with a section titled A Time for Excellence in Education—a brief description of the significant education reform that is helping our schools develop into the quality learning centers they need to be. This section touches on both education reform and the rationale for health education as a significant part of any education reform initiative. Following this section, are the: • National Health Education Standards detail what students should know and be able to do in health education. • Opportunity-to-Learn Standards describe the kinds of support that need to be in place at local, state, and national levels for students to achieve the National Health Education Standards. The next section Process and Premises for Developing Standards describes key concepts used in developing the standards. This sec- tion also includes the process and timeline for development and carefully spells out the assumptions underpinning the Standards. The Conclusions and Recommendations section of this document acknowledges that work is yet to be done to move the Standards from paper to the classroom and provides specific recommendations for future efforts. The Attachments section of this document includes a selected group of key materials for reference. OV ERV I E W 2 Education reform is making great strides in helping schools, parents, and communities envision new strategies and the highest possible academic goals for this country’s students. In large part, education reform is driven by the concerns of government and business leaders for the future of the country in a technologic world economy. Parents and community members concur, calling for education reform that will enable students to become responsible members of their families and communities. It is agreed that essential preparation for success in work, family, and community settings includes acquisition of problem-solving, decision-making, critical-thinking, communication, literacy, and numerical skills. Future workers and members of society need the ability to apply knowledge from multiple sources and to work cooperatively. H e a l t h : A Key Pa rt in Building a Solid Fu tu re Educational excellence in the traditional content areas may not be sufficient to secure the future competitiveness of the country. Such a narrow focus ignores poor health status as a major threat to this nation’s ability to compete economically. Alcohol, tobacco, and other drug use; low levels of physical fitness; poor nutrition; injuries; and stress contribute to lowered health status and result in loss of work or school time. Health education in schools is essential to enable students to acquire the knowledge and skills to promote health. Students who have health knowledge and skills have better health status and as adults will be better prepared to contribute to the nation’s economic competitiveness by: • working more effectively; • missing fewer days from work due to injury and illness; • using fewer medical services due to prevention or delayed onset of disease; and • reducing use of health insurance benefits. 3 A TIME FOR EXCELLENCE IN EDUCATION It is the growing belief that any future advances made in improving the nation’s health will not result from spectacular biomedical breakthroughs. Rather, advances will result from personally initiated actions that are directly influenced by the individ- ual’s health-related attitudes, beliefs, and knowledge. School health education can make a valuable contribution in areas such as these and can play an important role in improving the quality of living. —American Medical Association Productivity will increase and business costs will decrease as a result of a workforce whose members know how to be and stay healthy. In addition, health knowledge and skills applied by indi- viduals within the context of families and communities, ensure a better quality of life. Students who gain health knowledge and skills in school are contributing members of society and important to economic competitiveness. Health Education : A Rec ogn i zed Ne e d The long-term results of poor health in this country are critical— parents, students, and administrators all recognize the need for health education in today’s schools. A 1993 Gallup Survey funded by the American Cancer Society documented this high value of health education. A series of questions about health education was posed to a nationally representative sample of parents, school administrators, and adolescents. Major findings were: • Nearly nine in ten adolescents feel health information and skills are of equal or greater importance compared to other subjects taught in school. • More than four in five parents of adolescents (82%) feel health education is either more important than or as important as other subjects taught in school. • Parents clearly support teaching problem-solving, decision- making, and other health-related skills in schools. • Administrators view health education as being of equal to or of greater importance than other things adolescents are taught in school and believe that students need to be taught more health information and skills in school. From these findings, the Executive Vice President of the American Cancer Society, John Seffrin, PhD, concluded: “The results of this Gallup poll should render moot any protestations that we don’t have the time or support to teach comprehensive school health education. The change in public attitude tells us the time is right to push ahead in this area, to take up leadership that is neces- sary to bring better health to all Americans.” 4 . of the Joint Committee on National Health Education Standards. Copies of National Helath Education Standards: Achieving Health Literacy can be obtained through. Educational Strategy and the health goals in Healthy People 2000: National Health Promotion and Disease Prevention Objectives. Health Literacy Health literacy