HD21 - Current Health Programs in the Public Schools of Virginia and the Efficacy and Appropriateness of Adopting a Comprehensive Approach to Health Education
Executive Summary: This study was conducted during the spring and summer of 1991 in response to House Joint Resolution (HJR) 343 (1991 session). The resolution requested that the Department of Education study current health education programs, as well as the efficacy and appropriateness of adopting a comprehensive approach to health education in the public schools. This study was conducted in conjunction with the study required by HJR 437 (1991 session) on HIV/AIDS education. Objectives of the Study • study current health education programs, • determine the appropriateness of adopting a comprehensive approach to health education, • evaluate school divisions' AIDS education programs, and • develop a plan to encourage school divisions to revise their approaches to AIDS education if necessary. Sources of Information • review of relevant literature, • review of health curriculum documents from Virginia school divisions; • survey of school divisions and other state departments of education, and • analysis of the need to coordinate efforts with other agencies and organizations. Definition of Comprehensive School Health Program A comprehensive school health program includes an organized set of policies, procedures, programs, activities, and services designed to protect and promote the health and well-being of students and staff. The development and implementation of a successful program requires the support and cooperation of individuals in the health services, health education, physical education, school food services, guidance and counseling, psychological services, social work, administration, and staff wellness. Student outcomes, which are listed in the report and are the goals of the comprehensive school health program, relate to proper nutrition, emotional health, physical health, and health risk reduction. Findings of the Study • There is little consistency across Virginia school divisions in the provision of services related to comprehensive health programs. • Current mandates in Virginia require school divisions to offer health and physical education programs, but don't require that students participate in them except for the need to earn two credits for graduation. • Most elementary students in Virginia receive their health instruction from teachers who have little specialized training in the subject. • School divisions' ratings of teacher preparation indicate a significant need for training in some of the specialized health topics (i.e., Family Life Education, HIV/AIDS, substance abuse, and mental health), as well as for elementary teachers in general. • Pupil-teacher ratios for health and physical education courses in the middle and high schools exceed the maximum school-wide average permitted (i.e., across all subjects). In 1990-91, there were 1,742 health and physical education classes with more than 35 students. • The amount of class time devoted to health and physical education varies greatly in Virginia. Fewer than half of Virginia's school divisions (57 of 118 responding) have a policy regarding the amount of time to be spent in health education and slightly more than half (63 of 115 responding) have a policy for physical education. • Most school divisions favored the concept of a comprehensive approach to school health and 102 of 122 school divisions indicated that they either had a comprehensive program or considered it feasible to implement one within several years. • To date, 130 of 135 school divisions have adopted local guidelines for school attendance for children with HIV. • Instruction on HIV/AIDS, as well as other sexually transmitted diseases, is included in the FLE program, which all school divisions have implemented. Approximately 90 percent of students in grades 7-10 received instruction in HIV/AIDS prevention. Thirty-six school divisions judged their programs to be ineffective or in need of improvement and, statewide, 44 percent of the HIV/AIDS teachers (more than 1,000) needed additional training. Recommendations • All persons teaching health education in the elementary and middle school grades without a health education endorsement should be encouraged to complete training essential for quality instruction. This training should be a minimum of one undergraduate or graduate course in health education. • Minimum standards for school health education curricula and health services should be developed jointly by the Departments of Education and Health, in conjunction with school divisions in Virginia. • The Department of Education should design and implement a plan for evaluating the effectiveness of comprehensive school health programs. • The Board of Education and the Department of Education should commit to the further development of Comprehensive School Health Programs, addressing all health education and health service needs in a coordinated and comprehensive manner, and to the promotion of the program in the public schools of Virginia. This would include consideration for expanding the Health Standards of Learning to include grades 11-12 and developing a K-12 health education curriculum guide using the Health Standards of Learning Objectives as a foundation. To be funded in the 1994-96 biennium. • The Department of Education should continue to provide on-going training on timely health topics. This should be accomplished through the Blue Ridge School Health. Conference and regional and local workshops. |
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