Health Education: Always Approved but Still Not Always on Schools’ Radar - A Review of School Health Education Challenges and Future Influences

Oct 15, 2026

School health education benefits are repeatedly documented across decades, supported by public health data linking education levels with health outcomes. This paper reviews “tacit” approval for school health education by synthesizing reports from governmental and nongovernmental organizations spanning the 1960s to the present. It shows that barriers described 50+ years ago remain, while new risks compound delivery and quality, including accountability pressures on non-health subjects, declining education funding, weakening professional training pipelines, and technology-driven changes in how students learn.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

ABSTRACT

BACKGROUND

Feature Article Health Education: Always Approved but Still Not Always on Schools’ Radar Alyssa B. Mayer, Becky J. Smith, and Robert J. McDermott ABSTRACT Numerous reports and studies have touted the benefits of school health education for over five decades and extensive public health data support an association between education levels and health outcomes. This paper recounts the“tacit” approval given to school health education historically by reviewing reports issued by various governmental and nongovernmental organizations from the 1960s to the present. Whereas these reports and studies demonstrate an influence on the status of modern school health education programs, many of the barriers to effective school-based programs described 50 or more years ago continue to be challenges for school health education advocates. Additional elements that may further impact the delivery and of quality of school health education negatively in the next decade include legislation that places pressure on schools to improve students’ performance on subject areas that do not include health; a declining tax base for funding education programs in general; the deterioration or complete disappearance of school health education professional preparations programs; and evolving technology that alter the ways in which students learn. Mayer AB, Smith BJ, McDermott RJ. Health education: always approved but still not always on schools’ radar. Am J Health Educ. 2011;42(6):349-359. BACKGROUND Over the past five decades, numerous reports and studies have touted the benefits of school health education and extensive public health data support an association between education levels and health outcomes.1 For example, youth not completing high school have higher unemployment, lower health literacy and higher rates of illness and death than their graduating peers; moreover, high school graduation is associated with an increase in lifespan of six to nine years.1 Health and social problems such as hunger, poor nutrition, substance abuse, teenage pregnancy, and violence in school contribute to absenteeism, a status which increases the risk of dropout.1-3 Data from Youth in Iceland, a population-based, cross-sectional study of 6,436 Icelandic youth, demonstrated that lower bMI, greater physical activity and proper nutrition were all associated with higher academic achievement, as well as better self-esteem. Poor nutrition negatively impacted self-esteem and academic achievement, as did higher bMI.4 Health status not only impacts a student’s potential for academic success, but academic success, in turn, determines future employment options, self-efficacy and health status in adulthood.3 Schools have the potential to address the cognitive, physical, social and emotional health of the 95% of American children who are enrolled in these institutions; additionally, there is evidence that collaborations between schools and community health agencies result in improvements in academic achievement and the health status of students, as well as the health of teachers and other school staff members. 1,2 Each school day is an opportunity for millions of Alyssa B. Mayer is a graduate research assistant in the Department of Community and Family Health, University of South Florida College of Public Health, 13201 Bruce B. Downs, Blvd. MDC 056, Tampa, FL 33612; E-mail: amayer@ [health.usf.edu. Becky J. Smith is a senior advisor](health.usf.edu. Becky J. Smith is a senior advisor), Health teacher, B.J. Smith Consulting Reston, VA 2019; [E-mail: B.J.SmithConsultant@gmail.com](E-mail: B.J.SmithConsultant@gmail.com). Robert J. McDermott is a professor of Health Education and Co-Director Florida Prevention Research Center in the Department of Community and Family Health University of South Florida, 13201 Bruce B. Downs Blvd. MDC 056, Tampa, FL 33612; E-mail: rmcdermo@ [health.usf.edu](health.usf.edu). American Journal of Health Education—November/December 2011, Vo

FAQs

What is the main focus of the paper on school health education?

The paper recounts the historical “tacit” approval of school health education and examines barriers that persist over time, affecting program delivery and quality.

Which long-standing barriers to effective school health programs does the paper highlight?

Barriers described 50 or more years ago continue to challenge advocates, even as evidence shows school health education influences modern program status.

What factors may negatively affect school health education delivery in the next decade?

Legislation pressures schools to improve non-health subject performance, education funding tax bases are declining, professional preparation programs are deteriorating or disappearing, and evolving technology will change how students learn.

Oct 15, 2026

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