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Conclusions: additional rigorously designed evaluations are needed, and school health educators and advocates must understand evaluation design and research interpretation. Recommendations emphasize advocacy for research-supported 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\nProfessor  \nDepartment of Public Health  \nUniversity Hall 4161  \nMontclair State University  \n1 Normal Ave.  \nMontclair, NJ 07043  \nTelephone: (973) 655-7119  \nEmail: [donnellyj@montclair.edu](donnellyj@montclair.edu)  \nMichael Young, PhD, FAAHB, FASHA, FAAHE, FSSSS  \nChief Operating Officer  \nCenter for Evidence-Based Programming  \n51 Harbor View  \nLaguna Vista, TX 78578  \nTelephone: (501) 617-8400  \nEmail: [evidence_based@yahoo.com](evidence_based@yahoo.com)  \nKatherine J. Roberts, CPH, EdD, MPH, MCHES  \nAdjunct Full Professor  \nTeachers College Columbia University  \n525 West 120th Street, Box 114  \nNew York, NY 10027  \nTelephone: (212) 678-6607  \n[Email:](Email: Kjr20@tc.columbia.edu)[ Kjr20@tc.columbia.edu](Email: Kjr20@tc.columbia.edu)  \nABSTRACT  \nPurpose: This article discusses the need for continued evaluation of health education interventions/curricula and provides tools and resources to facilitate the selection of appropriate, evidencebased interventions/curricula for school health education programs. Methods: We review the literature related to the evaluation of school health education programs, provide a review of the basics for understanding evaluation design and results, and identify resources for selecting effective curricula. Conclusions: There is a need for additional rigorously designed evaluations of school health education programs. School health educators and other advocates for school health education must have a basic understanding of evaluation design and how to interpret research results. Recommendations: Advocacy efforts should encourage the adoption of health education programming based on research efforts demonstrating its effectiveness. Advocates and university researchers should work together to ensure  \nrigorous evaluations of programs are undertaken, and to advocate for resources and funding to conduct these evaluations.  \nKey Words: School Health Education, Advocacy, Evaluation  \nINTRODUCTION  \nThe COVID-19 pandemic has caused wide disruptions in students’ lives, affecting their academic performance as well as their physical, mental, and social-emotional health. School closures have significantly impacted school meals and school-based physical, social, and mental health services. The disruptions to education will adversely affect the health of this entire generation of children (The Lancet, 2021) . Therefore, it is now more important than ever that schools embrace the Whole School, Whole Community, Whole Child (WSCC) model , which emphasizes the connection between health and learning and the importance of evidenced-based school policies and practices (Lewallen, Hunt, Potts-Datema, Zaza, & Giles, 2015) . One of the components of the WSCC is formal, structured health education programming, based on curricula which address the National Health Education Standards and incorporate the characteristics of effective curricula (Lewallen et al. , 2015) .  \nIt is well understood that health education programs can play an important role in helping young people make positive health decisions and improve various health outcomes (Sharma, 2016) . While many health educators believe strongly in the power of health education, they are also increasingly expected to be advocates for school health education. For example, the National Commission for Health Education Credentialing, Inc. has recognized advocacy as a professional responsibility for health educatorsand identified specific advocacy competencies (Grim & Escoffery, 2021) . To be responsible advocates, health educators need the skills to identify relevant health education research, and to both understand , and correctly represent research findings.  \nSchool health education programs should include health education curricula/interventions that meet the components of the WSCC model.  \nAdditionally, selected curricula should be ones that have been f","cbCaiiZk8wrfVtDD","https://ap.wps.com/l/cbCaiiZk8wrfVtDD","pdf",187573,"English","# Abstract\n# Introduction\n# Purpose\n# Methods\n## Literature Review Related to the Evaluation of School Health Education Programs","[{\"question\":\"Why does the article emphasize continued evaluation of school health education programs?\",\"answer\":\"It argues that health education interventions and curricula must be evaluated continuously to ensure they remain effective and are supported by evidence-based research.\"},{\"question\":\"What model does the article recommend schools adopt for connecting health and learning?\",\"answer\":\"It highlights the Whole School, Whole Community, Whole Child (WSCC) model, stressing the link between health and learning and the importance of evidenced-based policies and practices.\"},{\"question\":\"What competencies does the article say health educators need to advocate responsibly?\",\"answer\":\"It states that advocates must be able to identify relevant health education research and correctly understand and represent research findings.\"}]","Advocates and Researchers Working Together to Improve School Health Education | PDF",1792035397]