Selected School Health-Education Topics in Grades 7 Through 12: An Exploratory Study

Abstract

The purpose of this exploratory study was to gather school health-education data that could be used collaboratively by various disciplines in planning comprehensive community health-education programs. The theoretical framework for the study was based on Dunn's theory of high-level wellness (Ardell, 1977). School nurses, community health nurses, and nurse practitioners need to be aware of what is happening in school health education so that they can be available as resource persons, and-through their knowledge and interest in health education-complement existing programs. The research questions referred to health topics that are taught in grades 7-12, and to the variables which influence selection and presentation of health education content. A Cooperative Educational Service Agency (CESA) in Wisconsin served as the setting for the study. The area was comprised of 20 school districts. Of these 20 districts, 17 administrators participated. Data was obtained through a self-designed questionnaire sent to 222 teachers of health-education courses or courses which can include such content. There were 140 respondents to the questionnaire. It was concluded that the greatest percentage of school health education in grades 7-12 occurs in science courses. Students receive a total of 44 hours of health education per year. There are 36 additional hours of health education content available through elective courses. The involvement of nurses and physicians in school health education reflected minimal participation. Community health nurses provided the majority of nursing services in schools. Relatively few barriers were reported as influencing variables.