There are 21 item(s) tagged with the keyword "School health".
By Suzanne Schrag | November 14, 2017
Editor/Product Manager, ETR
How do we give students the concepts and skills they need to choose healthy behaviors for a lifetime? From the 15 Characteristics of Effective Health Education Curricula identified by the CDC, we know that an effective program “provides functional health knowledge that directly contributes to health-promoting decisions and behaviors.” It also “builds competence and self-efficacy by addressing skills.” Let’s see some examples of how these two key components of a great health education program play out in Grade 2 of HealthSmart.
By Suzanne Schrag | November 7, 2017
Editor/Product Manager, ETR
It’s not enough to simply teach students information about health. As health educators, we must help them master key concepts and skills that promote health literacy and lifelong health. HealthSmart, ETR’s comprehensive K–12 health education program, targets Healthy Behavior Outcomes as its primary goal. This sets HealthSmart apart from a more traditional textbook health program.
By Diana Andrews | June 27, 2017
PREP Program Manager, Garfield County PREP
I thought the really hard work had already been done. Three years ago, when I became the PREP Program Manager for Garfield County, Colorado, my predecessor had already gotten so many things accomplished. As impressive as her achievements were, however, it turns out that may have been the easy part!
By Janine Saunders, EdD, MPH | February 21, 2017
Program Manager, ETR
Neil deGrasse Tyson famously said, "The good thing about science is that it's true whether or not you believe in it." During this time of fake news and alternative facts, promoting science-based approaches is more important than ever. If you’re like me, you encounter people every day who, knowingly or unknowingly, are making decisions based on false information.
- By Janine Saunders, EdD, MPH
By Kymm Ballard, EdD | September 13, 2016
Executive Director, SPARK
Ask an educator, “What do you most want for your students?” Chances are the answer will be, “Success.”
The math teacher wants students to master the concepts in the semester’s curriculum. The health education teacher wants students to learn how to establish healthy habits and make good choices about risks. The PE teacher might focus on building sports skills and encouraging a commitment to lifelong physical activity. The principal might address a combination of academic learning and positive social connection.
By John Shields, PhD, MSW | July 28, 2016
Senior Research Associate, ETR
Recent publications have focused our nation’s attention on ensuring the safety and well-being of transgender students. We have been encouraged to safeguard their full access to all educational programs and activities.
In their “Dear Colleague” letter of May 2016, the U.S. Departments of Justice and Education have issued clear principles designed to “help ensure that transgender students enjoy a supportive and nondiscriminatory school environment.” In July, the California School Board Association released “Updated Legal Guidance” to help California school districts move from principle to practice.
Many (but not all) school districts are endeavoring with great sincerity to turn these principles into policies and procedures. However, they quickly encounter a significant technical barrier—the sex-binary nature of Student Information Systems (SISs). These databases are commonly used by districts to house students’ demographic information, attendance, class schedules, grades and other performance indicators.
Given this new guidance on transgender students, there are at least three basic functionalities that are immediately needed in the SISs used by Districts across the country.
- By John Shields, PhD, MSW
By Laura Norvig, MLIS | May 3, 2016
Digital Media Strategies, ETR
During my first 12 years at ETR, I worked on a project that had little to do with sexual and reproductive health. Still, ETR being an organization that does a lot of work in that field, I got used to seeing things around the office such as a box full of wooden condom demonstrators (i.e., penis models), or a giant drawing of an anatomically correct vulva on a designer’s computer screen.
Since ETR started blogging, I’ve really enjoyed reading more about the work my colleagues and our partners do. Michael Everett’s deeply thoughtful piece about Black men who have sex with men and who also happen to be HIV service providers was a window into a new world. Luca Maurer’s post about training educators and service providers on transgender issues opened my eyes to a very real problem: “traditional approaches in education and service provision have rarely incorporated strategies that include or affirm transgender people.”
Sometimes, though, I feel I just don’t know enough about some of the populations ETR’s materials and trainings are designed to help. Hey, I’m a cisgender over-fifty mom. Like a lot of people in this country, I get most of my impressions of transgender people from fictional and reality TV shows like I Am Cait, I Am Jazz, and Transparent.
- By Laura Norvig
By Laura Kann, PhD | March 14, 2016
Chief, School-Based Surveillance Branch, CDC
Editor’s note: Last fall, Laura Kann was presented with the William A. Howe award at the American School Health Association (ASHA) annual meeting—their highest honor. In her acceptance speech, she shares some fascinating inside information on how our current school surveillance systems were developed. She also offers three lessons that can help us all be more successful in our work in school health.
Thank you. This is truly an honor and I am very grateful to ASHA for recognizing me in this way. I know that a lot of important people in our school health world have won this award in the past and I’m honored to stand where they have stood.
There are a couple of things I need to do while I have the podium. The first thing is to thank a whole bunch of people. You can’t win an award like this without a tremendous amount of support, and it is all the people who have supported me who are really the recipients of this award.
I'd also like to share a few of the lessons I’ve learned over the years at CDC.
By Alicia Rozum, MSW, PPSC | January 6, 2016
Project Director, Mental Health, California School-Based Alliance
Have you ever tried to reason with an irrational person? Generally, it’s a pretty futile endeavor. You’re processing up in your cerebral cortex, being rational and using logic. The other person is literally or figuratively placing fingers in ears and saying, “La la la la la. I can’t hear you.”
This is an experience many school professionals have on a daily basis. They come across students who are inattentive or provocative. Who aggravate peers. Who sometimes can’t control their emotions. Who lash out, strike out, shout out, and sometimes threaten harm to others or themselves.
A powerful practice called trauma-informed care can help all of us make better sense of such interactions. Schools that implement this practice are called trauma-informed or trauma-sensitive schools. In my work as a school social worker and with the California School-Based Health Alliance, I’ve had an opportunity to see these approaches transform schools, communities and the lives of individual students (see the case study at the end of this post for a great example).
- By Alicia Rozum, MSW, PPSC
By John Henry Ledwith | October 8, 2015
Senior Sales Manager, ETR
I was in a room full of coaches the other day. I loved it. These men and women are so dedicated to their art and craft. They’re athletes. They’re achievers. They’re deeply committed to their students.
But this was a training addressing sexuality education. Frankly, not all of these teachers wanted to be there. They’d rather be running with their PE courses, helping students develop physical skills, build teamwork and boost confidence.
Fact: People have different levels of comfort teaching sensitive issues. Fact: Classes on sexual and reproductive health bring up a lot of sensitive issues.
- By John Henry Ledwith
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