The School Health Education Study + 50 Years - Scholars’ Reflections on its Impact and Legacy

Oct 15, 2026

The study launched 50 years ago examined health education provisions across 135 public school systems in 38 states, including survey data from students in grades 6, 9, and 12. A conceptual framework spanning physical, mental, and social dimensions guided development across grade bands and cognitive, affective, and psychomotor domains. In 2011, historiographic scholars responded to eight questions about influence, relevance, and legacy. Results highlight both consensus on curriculum principles and varied concerns, noting limits in complexity, implementation detail, and policy involvement.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Background

Purpose

Methods

Results

Discussion

Translation to Health Education Practice

Research Article The School Health Education Study + 50 Years: Scholars’ Reflections on its Impact and Legacy Robert J. McDermott, Alyssa B. Mayer and The School Health Education Study Fifty-Year Reflection Group ABSTRACT Background: Launched 50 years ago, the School Health Education Study (SHES) examined the health education offerings in 135 public school systems, in 38 states, and over 1100 elementary schools and 350 secondary schools. In its second year, knowledge surveys were administered to students in grades 6, 9 and 12 at many of these schools. Analysis of the results in year three led to a one-word description of the state of health education in public schools- “appalling.”Subsequent years saw the SHES writing team engage in development of a conceptual approach to health education (through physical, mental and social dimensions) applied at four levels (K-3, 4-6, 7-9, 10-12) and in three learner domains (cognitive, affective and psychomotor). The SHES has been identified time and again for its pioneering effort to bring prominence to school health education. Purpose: We attempted to identify ways that the SHES has influenced health education practice in schools as told by school health education scholars. Methods: Between April and June 2011, we used a snowball sampling approach with saturation to identify individuals believed to have historiographic knowledge of the SHES; we asked them to respond to eight questions (developed by the primary authors and modified though the individual judgments of four school health scholars) about the SHES’ influence and legacy, its relevance after 50 years and issues pertinent to today’s practice of school health education. Twenty-eight individuals were contacted (based on having been named by at least two people as authorities) through their active email addresses; 22 agreed to participate, and ultimately, 16 responded to the questions (The School Health Education Study FiftyYear Reflection Group). Three people did not respond to the original invitation and three others indicated they did not believe they had insights to offer. All participants did not respond to each item. Some responses have been edited for length or clarity, or because they intersected with comments already presented by other participants. However, a full transcript of all responses received can be obtained by writing to the primary authors. Results: We found a wide array of thoughts about the SHES. Whereas we see much consensus about the SHES’ impact and legacy, we also acknowledge that some disparate opinions emerged. The details of these perspectives are contained herein, mostly in the participants’ own words. Discussion: The importance of the SHES continues to be recognized. Participants concur that the SHES: (1) Demonstrated application of an exemplary process and set of principles for curriculum development, including a conceptual approach that minimized the potential impact of content or factual changes over time; and (2) Was the forerunner of the development of the National Health Education Standards, the School Health Policy and Practices Study, and countless other initiatives. Whereas no conclusions can be drawn, participants raised points about the SHES that we see worthy of further note, discussion and debate: (1) The SHES conceptual approach may have been too complex for some school systems to interpret or adopt; (2) It may have lacked thorough description of an implementation strategy; and (3) It may have failed to gain sufficient involvement of administrators and policymakers during development and implementation to achieve more widespread buy-in. With respect to school health education in general, some participants argue that: (1) A more sustained foothold for school health education may have failed due to reliance on K-6 teachers in a vanguard role when so many teacher preparation institutions lack requirements for school health for elementary teachers; and (2) Some academicians have aban

FAQs

What was the School Health Education Study (SHES) designed to examine?

It examined health education offerings in public school systems and used student knowledge surveys in multiple grades to evaluate the state of health education.

How did the study gather perspectives on SHES’ influence and legacy?

It used snowball sampling with saturation in April to June 2011, inviting individuals with historiographic knowledge to answer eight questions about influence, relevance, and issues for today’s practice.

What key points did participants raise about SHES’ ongoing importance and limitations?

Participants agreed on SHES’ curriculum development principles and its role as a forerunner to later standards, while also noting concerns such as excessive complexity, insufficient implementation strategy description, and limited administrator and policymaker involvement.

Oct 15, 2026

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