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characteistics_of_an_effective_health_education_curriculum.pdf
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Characteristics of Effective Health Education
Today’s state–of–the–art health education curricula reflect the growing body of research that emphasizes
teaching functional health information (essential concepts); shaping personal values that support healthy
behaviors; shaping group norms that value a healthy lifestyle; and developing the essential health skills
necessary to adopt, practice, and maintain health–enhancing behaviors. Less effective curricula often
overemphasize teaching scientific facts and increasing student knowledge.
Reviews of effective programs and curricula and input from experts in the field of health education have
identified the following characteristics of an effective health education curriculum1-12:
a. Focuses on clear health goals and related behavioral outcomes. Curricula have clear health-related
goals and behavioral outcomes that are directly related to these goals. Instructional strategies and
learning experiences are directly related to the behavioral outcomes.
b. Is research–based and theory-driven. Instructional strategies and learning experiences build on
theoretical approaches (for example, social cognitive theory and social inoculation theory) that have
effectively influenced health-related behaviors among youth. The most promising curricula go beyond
the cognitive level and address health determinants, social factors, attitudes, values, norms, and skills
shown to influence specific health–related behaviors.
c. Addresses individual values and group norms that support health–enhancing behaviors. Instructional
strategies and learning experiences 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, and reinforce health-enhancing values and beliefs.
d. Focuses on increasing personal perceptions of risk and harmfulness of engaging in specific health risk
behaviors and reinforcing protective factors. Curricula provide opportunities for students to assess
their vulnerability to health problems, actual risk of engaging in harmful health behaviors, and exposure
to unhealthy situations. Curricula also provide opportunities for students to validate health enhancing
beliefs, intentions, and behaviors.
e. Addresses social pressures and influences. Curricula provide opportunities for students to address
personal and social pressures to engage in risky behaviors, such as media influence, peer pressure, and
social barriers.
f.
Builds personal competence, social competence, and self efficacy by addressing skills. Curricula build
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 personal
confidence and ability to deal with social pressures and avoid or reduce risk behaviors. For each skill,
students are guided through a series of developmental steps:
1. Discussing the importance of the skill, its relevance, and relationship to other learned skills.
2. Presenting steps for developing the skill.
3. Modeling the skill.
4. Practicing and rehearsing the skill using real–life scenarios.
5. Providing feedback and reinforcement.
g. Provides functional health knowledge that is basic, accurate, and directly contributes to health–
promoting decisions and behaviors. Curricula provide accurate, reliable, and credible information for
usable purposes so that students can assess risk, 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 is incomplete and inadequate.
h. Uses strategies designed to personalize information and engage students. Curricula include
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). Learning experiences correspond with students’ cognitive and emotional development, help
them personalize information, and maintain their interest and motivation while accommodating diverse
capabilities and learning styles. Instructional strategies and learning experiences include methods for
1. Addressing key health–related concepts.
2. Encouraging creative expression.
3. Sharing personal thoughts, feelings, and opinions.
4. Developing critical thinking skills.
i.
Provides age–appropriate and developmentally–appropriate information, learning strategies,
teaching methods, and materials. Curricula address students’ needs, interests, concerns,
developmental and emotional maturity levels, experiences, and current knowledge and skill levels.
Learning is relevant and applicable to students’ daily lives. Concepts and skills are covered in a logical
sequence.
j.
Incorporates learning strategies, teaching methods, and materials that are culturally inclusive.
Curricular materials are free of culturally biased information, but also include information, activities, and
examples that are inclusive of diverse cultures and lifestyles (such as gender, race, ethnicity, religion,
age, physical/mental ability, and appearance). Strategies promote values, attitudes, and behaviors that
acknowledge the cultural diversity of students; optimize relevance to students from multiple cultures in
the school community; strengthen students’ skills necessary to engage in intercultural interactions; and
build on the cultural resources of families and communities.
k. Provides adequate time for instruction and learning. Curricula provide enough time to promote
understanding of key health concepts and practice skills. Affecting change requires an intensive and
sustained effort. Short-term or “one shot” curricula, such as a few hours at one grade level, are
generally insufficient to support the adoption and maintenance of healthy behaviors.
l.
Provides opportunities to reinforce skills and positive health behaviors. Curricula build on previously
learned concepts and skills and provide opportunities to reinforce health–promoting skills across health
content areas and grade levels. This could include incorporating more than one practice application of a
skill, adding “skill booster” sessions at subsequent grade levels, or integrating skill application
opportunities in other academic areas. Curricula that address age-appropriate determinants of behavior
across grade levels and reinforce and build on learning are more likely to achieve longer–lasting results.
m. Provides opportunities to make positive connections with influential others. Curricula link students to
other influential persons who affirm and reinforce health–promoting norms, 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.
n. Includes teacher information and plans for professional development and training that enhance
effectiveness of instruction and student learning. Curricula are 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.
References
1.
Botvin GJ, Botvin EM, Ruchlin H. School-Based Approaches to Drug Abuse Prevention: Evidence for Effectiveness and
Suggestions for Determining Cost-Effectiveness [pdf 85K]. In: Bukoski WJ, editor. Cost-Benefit/Cost-Effectiveness
Research of Drug Abuse Prevention: Implications for Programming and Policy. NIDA Research Monograph, Washington,
DC: U.S. Department of Health and Human Services, 1998;176:59–82.
2.
Contento I, Balch GI, Bronner YL. Nutrition education for school-aged children. Journal of Nutrition Education
1995;27(6):298–311.
3.
Eisen M, Pallitto C, Bradner C, Bolshun N. Teen Risk-Taking: Promising Prevention Programs and Approaches*.
Washington, DC: Urban Institute; 2000.
4.
Gottfredson DC. School-Based Crime Prevention. In: Sherman LW, Gottfredson D, MacKenzie D, Eck J, Reuter P, Bushway
S, editors. Preventing Crime: What Works, What Doesn’t, What’s Promising* [pdf 100K]. National Institute of Justice;
1998.
5.
Kirby D. Emerging Answers: Research Findings on Programs to Reduce Teen Pregnancy. Washington, DC: National
Campaign to Prevent Teen Pregnancy; 2001.
6.
Lohrmann DK, Wooley SF. Comprehensive School Health Education. In: Marx E, Wooley S, editors. Health Is Academic: A
Guide to Coordinated School Health Programs. New York: Teachers College Press; 1998:43–45.
7.
Lytle L, Achterberg C. Changing the diet of America’s children: What works and why? Journal of Nutrition Education
1995;27(5):250–60.
8.
Nation M, Crusto C, Wandersman A, Kumpfer KL, Seybolt D, Morrissey-Kane, E, Davino K. What works: Principles of
effective prevention programs. American Psychologist 2003;58(6/7):449–456.
9.
Stone EJ, McKenzie TL, Welk GJ, Booth ML. Effects of physical activity interventions in youth. Review and synthesis.
American Journal of Preventive Medicine 1998;15(4):298–315.
10. Sussman, S. Risk factors for and prevention of tobacco use. Review. Pediatric Blood and Cancer 2005;44:614–619.
11. Tobler NS, Stratton HH. Effectiveness of school-based drug prevention programs: a meta-analysis of the research. Journal
of Primary Prevention 1997;18(1):71–128.
12. Weed SE, Ericksen I. A Model for Influencing Adolescent Sexual Behavior. Salt Lake City, UT: Institute for Research and
Evaluation; 2005. Unpublished manuscript.
Curriculum vs. Textbook
• Curriculum:
…a detailed set of directions, strategies, and materials to facilitate student learning and
teaching of the content.
A health education curriculum is more than a collection of activities. A common set of elements
characterize a complete health education curriculum, including
1. A set of intended learning outcomes/objectives related to acquisition of health-related
knowledge, attitude, & skills
2. Planned progression of developmentally appropriate lessons
3. Continuity between lessons…reinforcing desired behaviors
4. Accompanying materials that help teachers and students meet learning objectives
5. Assessment strategies to determine if desired learning achieved
If materials do not meet all of these elements, they do not comprise a complete health education
curriculum. But the materials could be considered resources for curriculum – part of a curriculum, but
not a complete curriculum.
• Textbook:
…health education curriculum resource materials which augment and reinforce the knowledge,
skills, and examples in the existing curriculum
Although textbooks, student workbooks, & videos are frequently labeled as curricula, such resources
alone rarely include all the information, learning experiences, and instructional strategies expected to be
in a high quality curriculum.
Resource materials, such as a textbook, are used to augment, support and reinforce an existing
curriculum by;
• providing accurate, science based, and acceptable information;
• reflecting the characteristics that are fundamental to high quality health education;
• providing functional information for students to use to make health-enhancing decisions;
• helping students learn and apply skills that contribute to achieving healthy behaviors
Source: Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool. Atlanta: CDC; 2007
Essential Concepts
Overview and Instructions:
The Indiana Academic Standards for Health & Wellness are used as a framework for determining the extent to
which a curriculum and textbook is likely to enable students to master the essential concepts (Standard 1) and
skills (Standards 2-8) that promote a healthy lifestyle. The development of the concepts, or functional
knowledge, for each topic area is essential so that students will achieve the healthy behavioral outcomes for
the selected health topic area.
The information included in this guide was taken from the CDC’s “Health Education Curriculum Analysis Tool”.
The lists of essential concepts found in this guide, and the skill examples found in the “Skills and Sub-skills”
document, were developed through a rigorous process guided by research evidence and expert opinion on the
types of knowledge, skills, and learning experiences that help students in grades pre-K – 12 adopt and
maintain a healthy lifestyle. At times in the review process it may be difficult to separate your analysis when
determining if a textbook was successful in adequately addressing the essential concepts, as well as skill
development. For this reason, it is best to use all three documents (“Essential Concepts”, “Healthy Behavior
Outcomes”, and “Skills and Sub-skills”) at the same time throughout your review. This will be especially true
when completing the “Work Students Do” and “Work Teachers Do” rubrics.
As you analyze the textbook contents, use the behavior outcomes listed in the “Healthy Behavior
Outcomes” document as your guide to determine if the essential concepts (fundamental knowledge)
addressed in the material is adequate to attain the outcomes. A concept is “addressed” if there is sufficient
information provided in the materials for students to be able to demonstrate competency in this concept.
Some concepts might require more evidence than others.
There may be times when not all concepts will be covered. This might be due to the fact that some concepts
may be included in the skill examples in Standards 2-8. However, this may also generally be as a result of less
than complete information being supplied. Your determination of this will be an important element of your
analysis and scoring of the materials.
Based on the Centers for Disease Control and Prevention. Health Education Curriculum Assessment Tool. Atlanta: CDC; 2007
Page 1
Alcohol and Other Drugs:
Standard
1
Students will comprehend concepts related to
health promotion and disease prevention.
Grades Pre-K–2
After implementation of this curriculum, by grade 2, students will be able to:
ALCOHOL AND OTHER DRUGS (Check that all are given attention in the materials)
Explain why household products are harmful if ingested or inhaled.
Explain the harmful effects of medicines when used incorrectly.
Describe the potential risks associated with over-the-counter medicines.
Identify family rules about medicine use.
Grades 3–5
After implementation of this curriculum, by grade 5, students will be able to:
ALCOHOL AND OTHER DRUGS (Check that all are given attention in the materials)
Summarize why household products are harmful if ingested or inhaled.
Explain the benefits of medicines when used correctly.
Explain how to use medicines correctly.
Summarize the potential risks associated with inappropriate use of over-the-counter medicines.
Summarize the potential risks associated with inappropriate use and abuse of prescription medicines.
Explain the difference between medicines and illicit drugs.
Identify short- and long-term effects of alcohol use.
Identify family and school rules about alcohol use.
Grades 6-8
After implementation of this curriculum, by grade 8, students will be able to:
ALCOHOL AND OTHER DRUGS (Check that all are given attention in the materials)
Explain the dangers of alcohol and experimenting with other drugs, including inhalants.
Based on the Centers for Disease Control and Prevention. Health Education Curriculum Assessment Tool. Atlanta: CDC; 2007
Page 2
Differentiate between proper use and abuse of over-the-counter medicines.
Differentiate between proper use and abuse of prescription medicines.
Summarize the negative consequences of using alcohol and other drugs.
Describe the relationship between using alcohol and other drugs and other health risks, such as
unintentional injuries, violence, suicide, sexual risk behaviors, and tobacco use.
Determine reasons why people choose to use or not to use alcohol and other drugs.
Describe situations that could lead to the use of alcohol and other drugs.
Describe how mental and emotional health can affect alcohol or other drug-use behaviors.
Explain why using alcohol or other substances is an unhealthy way to manage stress.
Discuss the harmful effects of using weight loss pills.
Describe the health risks of using performance-enhancing drugs.
Explain the dangers of drug dependence and addiction.
Explain the risks associated with using alcohol or other drugs and driving a motor vehicle.
Explain school policies and community laws about alcohol and other drugs.
Determine the benefits of being alcohol and drug free.
Describe positive alternatives to using alcohol and other drugs.
Describe the relationship of alcohol and other drug use to the major causes of death and disease in the
United States.
Explain the relationship between intravenous drug use and transmission of blood-borne diseases, such as
HIV and hepatitis.
Grades 9-12
After implementation of this curriculum, by grade 12, students will be able to:
ALCOHOL AND OTHER DRUGS (Check that all are given attention in the materials)
Differentiate between proper use and abuse of over-the-counter medicines.
Differentiate between proper use and abuse of prescription medicines.
Summarize the harmful short- and long-term effects of alcohol and other drugs on the body.
Summarize the harmful short- and long-term psychological and social effects of using alcohol and other
drugs.
Describe the harmful effects of binge drinking.
Based on the Centers for Disease Control and Prevention. Health Education Curriculum Assessment Tool. Atlanta: CDC; 2007
Page 3
Describe the effects of using alcohol and other drugs on job performance, job absenteeism, and job loss.
Analyze the relationship between using alcohol and other drugs and other health risks, such as
unintentional injuries, violence, suicide, sexual risk behaviors, and tobacco use.
Analyze the relationship of alcohol and other drug use to the major causes of death and disease in the
United States.
Analyze the harmful effects of using weight loss pills and anabolic steroids.
Discuss the dangers and legal issues related to using performance-enhancing drugs.
Explain the effects of alcohol and other drug use during pregnancy.
Determine situations that could lead to the use of alcohol and other drug use.
Summarize why alcohol or other substance use is an unhealthy way to manage weight or stress.
Analyze why individuals choose to use or not to use alcohol and other drugs.
Analyze short-term and long-term benefits of remaining alcohol and drug-free.
Summarize family rules, school rules, and community laws about alcohol and other drug use.
Summarize the relationship between intravenous drug use and transmission of blood-borne diseases,
such as HIV and hepatitis.
Evaluate the importance of not riding with a driver who has been using alcohol or other drugs.
Analyze the dangers of driving while under the influence of alcohol and other drugs.
Based on the Centers for Disease Control and Prevention. Health Education …
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