Quality Assurance in Teaching K-12 Health Education: Paving a New Path Forward.

To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

From the school health education study to the national health education standards: concepts endure.

BACKGROUND: The landmark School Health Education Study (SHES) project influenced by the conceptual approach to teaching and learning provides perspective on modern school health instruction. Conceptual education, the cornerstone of the SHES curriculum framework (CF), Health Education: A Conceptual Approach to Curriculum Design, fosters a student's understanding of information that develops with experience. METHODS: Data were collected through content analysis of the SHES CF and the National Health Education Standards: Achieving Excellence (NHES), 2nd edition. Similarity of essential framework elements was established. Inter-rater reliability was established. RESULTS: Alignment of the SHES components with the NHES reveals parallel conceptual structures around which to develop curriculum. CONCLUSIONS: The conceptual approach to curriculum planning has enduring value. It provides a foundation for teaching and learning that is adaptable, flexible, and can maintain permanence in conjunction with emerging scientific evidence and cultural and political influences on health behavior.

Student perceptions and practices regarding carrying concealed handguns on university campuses.

OBJECTIVE: This multisite study assessed college student's perceptions and practices regarding carrying concealed handguns on campus. PARTICIPANTS: Undergraduate students from 15 public midwestern universities were surveyed (N = 1,800). METHODS: Faculty members distributed the questionnaire to students in general education classes or classes broadly representative of undergraduate students. RESULTS: Useable questionnaires were returned by 1,649 students (92%). The majority (78%) of students was not supportive of concealed handguns on campuses, and 78% claimed that they would not obtain a permit to carry a handgun on campus, if it were legal. Those who perceived more disadvantages to carrying handguns on campus were females, who did not own firearms, did not have a firearm in the home growing up, and were not concerned with becoming a victim of crime. CONCLUSIONS: The majority of students was not supportive of concealed handguns on campus and claimed that they would not feel safer if students and faculty carried concealed handguns.