BACKGROUND:Since the 1990s, national standards have been developed in K-12 subject areas. National standards in health education were first released in 1995 with a second set released in 2007. A third edition, the  National Health Education Standards: Model Guidance for Curriculum and Instruction was developed in 2022 under the auspices of the National Consensus for School Health Education. The purpose of this article is to present an overview of the third edition including descriptions of the development process; the 8 standards and aligned performance expectations; considerations related to the translation, dissemination, and implementation of the standards; and projections for potential impact regarding teaching and student outcomes. METHODS:To develop new standards, the National Consensus formed 3 groups: the Management, Development, and Expert Review Groups. These groups employed an iterative process that included the development of 3 drafts of the standards before finalization. This process included a review of each draft by the 3 groups. The second draft included additional qualitative feedback from over 500 school health education leaders, practitioners, and stakeholders. RESULTS:The third edition includes 8 standards with aligned performance expectations. A description and rationale are provided for each standard along with standard-specific teaching guidance. CONCLUSIONS:The third edition of the National Standards for School Health Education provides guidance to state departments of education and local schools in the development and implementation of health instruction that promotes meaningful learning to guide students in the promotion of their own health and the health of others.

Objective: We assessed the association between gendered racism, the simultaneous experience of sexism and racism, depression, and psychological distress in Black college women using an intersectional instrument, the gendered racial microaggression scale. Participants: Black college women enrolled at a predominantly white institution (PWI) in the southeastern U.S. (N = 164, response rate = 77%, mean age 21.67). Methods: We used a cross-sectional survey to explore the impact of stress appraisal and frequency of gendered racial microaggressions on depression and psychological distress using validated scales. Results: 30% reported depression and 54% reported severe psychological distress. Correlations indicate significant relationships between gendered racism, depression and psychological distress, with the strongest relation reported between the frequency of gendered racism to depression. Regression analyses suggest significant relationships between gendered racism, depression and psychological distress. Conclusion: Gendered racism has significant bearing on the mental health of Black college women attending a PWI. Implications for interventions are discussed.

Journal of School HealthVolume 91, Issue 6 p. 439-442 COMMENTARY Addressing Social Justice Through School Health Education: Thoughts on an Expanded Focus David A. Birch PhD, MCHES, Corresponding Author Professor dabirch@ches.ua.edu Department of Health Science, The University of Alabama, Russell Hall, Tuscaloosa, AL, 35487Address correspondence to: David A. Birch, Professor, (dabirch@ches.ua.edu), Department of Health Science, The University of Alabama, Russell Hall, Tuscaloosa, AL 35487.Search for more papers by this author David A. Birch PhD, MCHES, Corresponding Author Professor dabirch@ches.ua.edu Department of Health Science, The University of Alabama, Russell Hall, Tuscaloosa, AL, 35487Address correspondence to: David A. Birch, Professor, (dabirch@ches.ua.edu), Department of Health Science, The University of Alabama, Russell Hall, Tuscaloosa, AL 35487.Search for more papers by this author First published: 30 March 2021 https://doi.org/10.1111/josh.13017 The author thanks M. Elaine Auld, Hannah Priest Catalano, Deborah A. Fortune, Michael J. Mann, Angelia M. Paschal, and William Potts-Datema for their review of this commentary and valuable feedback. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Volume91, Issue6June 2021Pages 439-442 RelatedInformation

Affirming parent-child interactions, leading to Parent-Child Connectedness (PCC), may provide protective factors that support positive adolescent behaviors and health outcomes; shared family meals are thought to reinforce these interactions. Eight hundred and fifty-five adolescents, ages 9-13, attending six health education centers in the US were surveyed regarding their attitudes about selected interactions they share with their parents. This study used the variables of frequency of parent-child communication, feeling loved by parents, perceived emotional support, time spent with parents, and parental involvement in school to operationalize PCC. With the exception of gender, family structure, and parental involvement at school, all construct variables were positively associated with frequency of family meals. The results of this study expand understanding of the association of family meals with PCC by investigating the influence of family constellation on PCC, whether PCC varies by caregiver and inquiring about the child's satisfaction with or desire for alterations in these interactions.

The interdependent relationship between health and education has long been documented by leading health and education scholars. Children who are not physically, mentally, socially, or emotionally healthy will not be ready to learn and thus hampered to achieve their full potential as productive members of society. Despite this evidence, the United States has yet to bridge the divide between the health and education systems. This perspective introduces three manuscripts in this Special School Health Education Collection on the future of school health education in the United States, and provides a context for the challenges and recommendations each article outlines to improve the quantity and quality of school health education for preK-12 youth. Although some of the challenges and recommendations are not novel, what is exciting is the opportunity to move the agenda forward given the Whole School, Whole Community, Whole Child model and the Every Student Succeeds Act of 2015. Aligning the forces of public health and school health educators is essential to make school health education a societal imperative.

To be effective, school health instruction should be taught by health educators who have graduated from accredited health education teacher education programs and are certified in health education. Unfortunately, the nation has failed to ensure that all those who teach health in schools are well prepared. States vary in the required coursework for health teachers in terms of initial licensure and continuing education for licensure renewal; most elementary teachers are not required to receive preparation in health education; health education and physical education are often viewed as synonymous disciplines; support for in-service education of health teachers is often lacking; and more research is needed in professional preparation and development of school health educators. This article provides a call to action in five areas to strengthen both the professional preparation and professional development of school health educators. Given that education is a social determinant of health, public health educators must become stronger allies in supporting school health to promote health equity. Public health practitioners can advocate to state and community school decision makers for comprehensive school health education taught by teachers with appropriate professional preparation and certification in health education. Public health faculty can educate their students about the Whole School, Whole Community, Whole Child framework and effective strategies for its implementation, and seek rigorous professional preparation and certification and accreditation standards for their school teacher preparation programs. National health and education organizations can call for new leadership and investments in health education teacher preparation and development for a brighter future.

Journal of School HealthVolume 88, Issue 3 p. 179-181 COMMENTARY Best Practices in Preparing School Health Education Teachers: The Need for Future Research—A Commentary David A. Birch PhD, MCHES, Corresponding Author David A. Birch PhD, MCHES Professor and Chair dabirch@ches.ua.edu orcid.org/0000-0001-9233-9420 Department of Health Science, The University of Alabama, Russell Hall 471, Tuscaloosa, AL 35487-0311Address correspondence to: David A. Birch, Professor and Chair, (dabirch@ches.ua.edu), Department of Health Science, The University of Alabama, Russell Hall 471, Tuscaloosa, AL 35487-0311.Search for more papers by this authorHannah Priest Catalano PhD, CHES, Hannah Priest Catalano PhD, CHES Assistant Professor catalanoh@uncw.edu Public Health Studies, School of Health and Applied Human Sciences, University of North Carolina Wilmington, Hanover 119C, Wilmington, NC 28403Search for more papers by this authorMeghan E. Shewmake MA, CHES, Meghan E. Shewmake MA, CHES Doctoral Student meshewmake@crimson.ua.edu Department of Health Science, The University of Alabama, Russell Hall 457, Tuscaloosa, AL 35487-0311Search for more papers by this author David A. Birch PhD, MCHES, Corresponding Author David A. Birch PhD, MCHES Professor and Chair dabirch@ches.ua.edu orcid.org/0000-0001-9233-9420 Department of Health Science, The University of Alabama, Russell Hall 471, Tuscaloosa, AL 35487-0311Address correspondence to: David A. Birch, Professor and Chair, (dabirch@ches.ua.edu), Department of Health Science, The University of Alabama, Russell Hall 471, Tuscaloosa, AL 35487-0311.Search for more papers by this authorHannah Priest Catalano PhD, CHES, Hannah Priest Catalano PhD, CHES Assistant Professor catalanoh@uncw.edu Public Health Studies, School of Health and Applied Human Sciences, University of North Carolina Wilmington, Hanover 119C, Wilmington, NC 28403Search for more papers by this authorMeghan E. Shewmake MA, CHES, Meghan E. Shewmake MA, CHES Doctoral Student meshewmake@crimson.ua.edu Department of Health Science, The University of Alabama, Russell Hall 457, Tuscaloosa, AL 35487-0311Search for more papers by this author First published: 04 February 2018 https://doi.org/10.1111/josh.12594Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume88, Issue3March 2018Pages 179-181 RelatedInformation

Purpose: The purpose of this study was to identify the relationship between work-related, individual, and environmental factors and self-reported standing time during the workday. Design: Cross-sectional study design. Setting: Participants were recruited from a large, public university in the southeastern United States. Measures: Data were collected through an 87-item online survey using previously validated scales that assessed workplace standing time, demographic variables, work-related psychosocial factors, and workplace environment factors. Analysis: One-way analysis of variance, Pearson correlation coefficients, and nonparametric tests were used to determine univariate relationships between standing time and independent work-related variables and demographic factors. Results: Mean standing time among the sample (n = 502) was 72.49 minutes (standard deviation = 73.48) daily. There was a significant relationship between standing time and barrier self-efficacy for standing at work, self-regulation strategies, social norms, local connectivity in the workplace, overall connectivity in the workplace, and proximity of coworkers. Standing time was significantly higher for men, employees with an advanced degree, employees with a standing desk, and faculty. Conclusion: Health promotion researchers and practitioners should consider factors at multiple levels of influence when designing studies to explore workplace sedentary behavior. The findings regarding variations in workplace behavior by employee subgroups should be taken into consideration when designing future studies in the workplace.

PURPOSE:The purpose of this study was to explore the relationship between ecological factors and occupational sedentary behavior (SB).DESIGN:Cross-sectional online survey.SETTING:Participants were employees recruited from a large, public university in the Southeastern United States from August to November 2016.PARTICIPANTS:The final sample included 527 (56% response rate) employees.MEASURES:Data were collected through an 87-item survey using previously validated scales that assessed occupational SB, perceived behavioral control, barrier self-efficacy, self-regulation strategies, organizational social norms, office environment, and worksite climate.ANALYSIS:One-way analysis of variance analyses were used to determine differences in occupational SB by demographic factors. A multivariate regression model was used to determine significant ecological determinants of occupational SB.RESULTS:Mean SB was 342.45 (standard deviation = 133.25) minutes. Significant differences in SB were found by gender, education, and employment classification. Barrier self-efficacy and workplace connectivity, which evaluates the spatial layout of the office setting that may impact mobility within the workplace, were significant predictors of SB in the multivariate model.CONCLUSION:Results from this study provide new information regarding the potential impact of workplace barriers and connectivity on occupational SB. The findings from this study support the inclusion of intervention modalities to minimize workplace barriers and increase workplace connectivity to increase workplace mobility and decrease SB.

Background: People with spinal cord injury (SCI) are more susceptible to sedentary lifestyles because of the displacement of physical functioning and the copious barriers. Benefits of physical activity for people with SCI include physical fitness, functional capacity, social integration and psychological well-being. Objective: The purpose of this study was to develop and test a social cognitive theory-based instrument aimed to predict physical activity among people with SCI. Methods: An instrument was developed through the utilization and modification of previous items from the literature, an expert panel review, and cognitive interviewing, and tested among a sample of the SCI population using a cross-sectional design. Statistical analysis included descriptives, correlations, multiple regression, and exploratory factor analysis. Results: The physical activity outcome variable was significantly and positively correlated with self-regulatory efficacy (r = 0.575), task self-efficacy (r = 0.491), self-regulation (r = 0.432), social support (r = 0.284), and outcome expectations (r = 0.247). Internal consistency for the constructs ranged from 0.82 to 0.96. Construct reliability values for the self-regulation (0.95), self-regulatory efficacy (0.96), task self-efficacy (0.94), social support (0.84), and outcome expectations (0.92) each exceeded the 0.70 a priori criteria. Conclusions: The factor analysis was conducted to seek modifications of current instrument to improve validity and reliability. The data provided support for the convergent validity of the five-factor SCT model. This study provides direction for further development of a valid and reliable instrument for predicting physical activity among people with SCI. (C) 2017 Elsevier Inc. All rights reserved.

The reciprocal relationship between health and education has garnered increased attention among public health professionals. The evidence is clear that the level of an individual's education is related to health outcomes in adulthood and that healthier children are more likely to be academically successful than those with health issues. Unpacking and examining various aspects of this relationship is the focus of my 2017 SOHE Presidential Address. The three specific purposes of the presentation are to (a) understand the reciprocal relationship between education and health, (b) understand the characteristics of quality schools and quality school health education, and (c) to review strategies designed to activate school improvement as a public health strategy. In order to examine the relationship, I will address the relationship of social determinants and social justice to the quality of education with special attention to the impact of poverty. In addition, I will present possible reasons behind the linkage of higher educational attainment to better health outcomes, and the impact of health challenges on academic success for school-age children and youth. Finally, I will present characteristics of quality schools including considerations related to quality school health education programs. I conclude the presentation by presenting 11 specific actions for school improvement for consideration by SOPHE members and other public health professionals.

Objective: The purpose of this study was to test Theory of Planned Behavior (TPB) constructs in predicting human papillomavirus (HPV) vaccination behavioral intentions of vaccine-eligible college men. Participants: Participants were unvaccinated college men aged 18-26 years attending a large public university in the southeastern United States during Spring 2015. Methods: A nonexperimental, cross-sectional study design was employed. Instrumentation comprised a qualitative elicitation study, expert panel review, pilot test, test-retest, and internal consistency, construct validity, and predictive validity assessments using data collected from an online self-report questionnaire. Results: The sample consisted of 256 college men, and the final structural model exhibited acceptable fit of the data. Attitude toward the behavior (beta = .169) and subjective norm (beta = 0.667) were significant predictors of behavioral intention, accounting for 58% of its variance. Conclusions: Practitioners may utilize this instrument for the development and evaluation of TPB-based interventions to increase HPV vaccination intentions of undergraduate college men.

Background: In 2011, over 19.9 million individuals in the United States identified as living with an ambulatory disability, which increases risk for chronic diseases. The purpose of the study was to compare motivations for exercise and physical activity stages of readiness among people with physical disabilities. The primary hypothesis was that there were significant differences in exercise motivations among individuals in various stages of readiness for physical activity. Methods: Respondents (n = 141) included clients of two medical supply companies contacted via email and advertisements on the companies' Facebook page and website. The instrument used in this study included items from the Exercise Motivations Inventory-2 and the Physical Activity Stages of Change Questionnaire, and demographic items that addressed gender and ethnicity/race. The dependent variables included the five stages of readiness (precontemplation, contemplation, preparation, action, maintenance). The independent variables included 14 constructs hypothesized to influence exercise motivations. Data were collected online, over a four-week period. Results: Analysis found that enjoyment (p = .012) and revitalization (p = .041) were significant overall and post hoc found significant difference based on whether individuals were in the precontemplation or maintenance stages of readiness for physical activity. Conclusions: The exercise motivations of enjoyment and revitalization were higher for those in the maintenance stage compared to those in the precontemplation stage. These results suggest interventions with people in the precontemplation stage should focus on improving the perceived enjoyment of physical activity as well as the positive side effects of physical activity, such as increased feelings of well-being for this population. Recommendations for intervention design and implementation are provided.

BACKGROUNDSchools, school districts, and communities seeking to implement the Whole School, Whole Community, Whole Child (WSCC) model should carefully and deliberately select planning, implementation, and evaluation strategies.METHODSIn this article, we identify strategies, steps, and resources within each phase that can be integrated into existing processes that help improve health outcomes and academic achievement. Implementation practices may vary across districts depending upon available resources and time commitments.RESULTSObtaining and maintaining administrative support at the beginning of the planning phase is imperative for identifying and implementing strategies and sustaining efforts to improve student health and academic outcomes. Strategy selection hinges on priority needs, community assets, and resources identified through the planning process. Determining the results of implementing the WSCC is based upon a comprehensive evaluation that begins during the planning phase. Evaluation guides success in attaining goals and objectives, assesses strengths and weaknesses, provides direction for program adjustment, revision, and future planning, and informs stakeholders of the effect of WSCC, including the effect on academic indicators.CONCLUSIONSWith careful planning, implementation, and evaluation efforts, use of the WSCC model has the potential of focusing family, community, and school education and health resources to increase the likelihood of better health and academic success for students and improve school and community life in the present and in the future.