Background: This practice paper exemplifies a systematic approach used to learn about existing mental well-being programs for youth 11-14 years to inform curriculum development for after-school settings. Methods: We reviewed 3389 mental well-being programs from publicly accessed databases and conducted a content analysis using inductive and…

Background: It is vital to improve the mental health (MH) of young people in Hong Kong, where the suicide rate has nearly doubled among those aged 15-29 years since 2014. This multi-method evaluation aimed to assess Coolminds, which promoted MH literacy by engaging students, parents, and educators in secondary schools in Hong Kong. Methods:…

Background: Most children do not eat enough fruits and vegetables (FV). Schools are a critical setting for supporting children to consume FV. To fill a gap in available materials, a classroom curriculum was developed and evaluated to determine impacts on student FV-related knowledge, attitudes, and behaviors. Methods: A pre-/post-intervention…

Background: "Choose Health: Food, Fun, and Fitness" (CHFFF) is aimed at 3rd to 6th graders, and uses experiential learning, food preparation, active games, goal setting, and a family newsletter to target behaviors shown to decrease childhood obesity and chronic disease risk. This study aimed to evaluate CHFFF as intended in low-income…

Background: Local implementation of evidence-based curricula, including sex education, has received increasing attention. Although there are expectations that practitioners will implement evidence-based programs with fidelity, little is known regarding the experiences of instructors in meeting such standards. During 2005 to 2009, the California…

Background: In this case study, multiple participants in a large urban school district used the Whole School, Whole Community, Whole Child (WSCC) model to guide development of a district wellness policy. The model's health education component is highlighted, focusing on concerns for special needs students and ones speaking English as a New…

An experiment is described in educational program design involving the use of seventh-grade students in developing and implementing a K-6 cross-grade tutorial/enrichment program in health education. (MJB)

A comprehensive school health education program should maintain, reinforce, or enhance the health, health-related skills, and attitudes of students. An overview of the components of such a program, as well as criteria defining significant elements, is provided. (DF)

Poses 10 questions regarding research and policy issues in comprehensive school health promotion (CSHE). The answers are regarded as having potential for significantly influencing future funding, adoption, and implementation of CSHE. (GLR)

Describes development and evaluation of an interdisciplinary health team training program for school-based clinic staff in Minnesota elementary and secondary schools. The program included development in team training knowledge and skills and educational sessions on issues identified by participants. Evaluations indicated that participants gained…

Ten elements of comprehensiveness related to school health education that have been agreed upon by key personnel involved in the four curricula studied by the School Health Education Evaluation (SHEE) are identified. The authors recommend that the elements of comprehensiveness concept should be added to further SHEE analysis. (Author/MT)

This discussion on reasons for the lack of a clear-cut and timely health curriculum in a number of educational settings today stresses the need for planning by faculty familiar with predetermined health goals, methods, aids and evaluation techniques. (JC)

The development and progress of health education curricula for New York state public schools are discussed, and the need for further work and more collaboration among health educators is suggested. (CB)

The techniques used by Manhasset High School for student involvement in health education is a call to directly involve your students regardless of the location of your school. If students feel they are making contributions to their own education they are more apt to be interested in themselves, their communities and the world. (Author)