Health Education

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* 1. Thank you for taking the time to participate in the Panther Valley Healthy Schools survey.  Please select the answer that best describes you.

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* 2.
Do all teachers of health education use active learning strategies and activities that students find enjoyable and personally relevant?

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* 3.
Do all teachers of health education use an age-appropriate sequential health education curriculum that is consistent with state or national standards for health education (see description below) and the districts requirement for health education?
National Health Education Standards
1.  Students will comprehend concepts related to health promotion and disease prevention to enhance health.
2.  Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
3.  Students will demonstrate the ability to access valid information and products and services to enhance health.
4.  Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
5.  Students will demonstrate the ability to use decision-making skills to enhance health.
6.  Students will demonstrate the ability to goal-setting skills to enhance health.
7.  Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
8.  Students will demonstrate the ability to advocate for personal, family, and community health.

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* 4. Does your school or district require all students to take and pass at least one health education course?

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* 5. Do all teachers of health education provide opportunities for students to practice or rehearse the skills needed to maintain and improve their health?

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* 6. Do students earn grades for required health education courses?  Do the grades carry the same weight as grades for other subjects toward academic recognition (e.g., honor roll, class rank)? 

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* 7. Do all teachers of health education use a variety of culturally-appropriate activities and examples that reflect the community's cultural diversity?

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* 8. Do all teachers of health education use assignments or projects that encourage students to have interactions with family members and community organizations?

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* 9. Are all health education classes taught by credentialed health education teachers?

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* 10. Do all teachers of health education participate at least once a year in professional development in health education?

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* 11. Have all teachers of health education received professional development in delivery of the school's health and safety curriculum in the past two years?

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* 12. Have all teachers of health education received professional development in classroom management techniques in the past two years?

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* 13. Does the health education curriculum address all of these topics on preventing unintentional injuries, violence, and suicide?

Unintentional injury-related topics include:
*  Motor vehicle occupant safety, such as seatbelt use
*  State laws related to teen driving
*  Use of protective equipment for biking, skating or other sports
*  Fire, water, and pedestrian safety
*  Poisoning prevention
*  Emergency preparedness
*  First aid and cardiopulmonary resuscitation (CPR)

Violence-related topics include:
*  Anger management
*  Bullying and what to do if someone is being bullied (including cyberbullying or bullying through electronic technology)
*  Teasing
*  Personal safety, for example, dealing with strangers
*  Inappropriate touching
*  Techniques to resolve conflicts without fighting
*  Prosocial behaviors, such as cooperation, praise, or showing support for others
*  Respectful and positive relationships with dating partners
*  Personal safety, for example, avoiding becoming a victim of a crime
*  Sexual harassment
*  Dating violence
*  Sexual assault and rape
*  Gangs
*  Recognize signs and symptoms of people who are in danger of hurting themselves or others
*  What to do if someone is thinking about hurting himself or herself or others
*  When to seek help for suicidal thoughts
*  Short-and long-term consequences of violence
*  Relationship between suicide and other types of violence
*  Relationship between suicide and emotional and mental health

General injury-related topics include:
*  Prejudice, discrimination, and bias
*  Empathy, that is, identification with and understanding of another person's feelings, situation, or motives
*  Perspective taking, that is, taking another person's point of view
*  Relationship between alcohol or other drug us and injuries, violence and suicide
*  Social influences on unintentional injury, violence and suicide, including media, family, peers, and culture
*  How to find valid information or services to prevent injuries, violence and suicide
*  How to develop a plan and track progress toward achieving a personal goal to prevent injuries, violence and suicide
*  How to influence, support, or advocate for others to prevent injuries, violence and suicide
*  How to resist peer pressure that would increase the risk of injuries, violence and suicide

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* 14. Does the health education curriculum address all of these essential topics on physical activity?
*  The physical, psychological, or social benefits of physical activity
*  How physical activity can contribute to a healthy weight
*  How physical activity can contribute to the academic learning process
*  How an inactive lifestyle contributes to chronic disease
*  Health-related fitness, that is, cardiovascular endurance, muscular endurance, muscular strength, flexibility, and body composition
*  Differences between physical activity, exercise, and fitness
*  Phases of an exercise session, that is, warm up, workout, and cool down
*  Overcoming barriers to physical activity
*  Decreasing sedentary activities, such as TV watching
*  Opportunities for physical activity in the community
*  Preventing injury during physical activity
*  Weather-related safety, for example, avoiding heat stroke, hypothermia, and sunburn while physically active
*  How much physical activity is enough, that is determining frequency, intensity, time, and type of physical activity
*  Developing an individualized physical activity and fitness plan
*  Monitoring progress toward reaching goals in an individualized physical activity plan
*  Dangers of using performance-enhancing drugs, such as steroids
*  Social influences on physical activity, including media, family, peers, and culture
*  How to find valid information or services related to physical activity and fitness
*  How to influence, support, or advocate for others to engage in physical activity
*  How to resist peer pressure that discourages physical activity

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* 15. Does the health education curriculum address all of these essential healthy eating topics?
*  The relationship between healthy eating and personal health and disease prevention
*  Food guidance from MyPlate
*  Reading and using food labels
*  Eating a variety of foods every day
*  Balancing food intake and physical activity
*  Eating more fruits, vegetables and whole grain products
*  Choosing foods that are low in saturated fat and cholesterol and do not contain transfat
*  Choosing foods and beverages with little added sugars
*  Eating more calcium-rich foods
*  Preparing healthy meals and snacks
*  Risks of unhealthy weight control practices
*  Accepting body size differences
*  Food safety
*  Importance of water consumption
*  Importance of eating breakfast
*  Making healthy choices when eating at restaurants
*  Eating disorders
*  The Dietary Guidelines for Americans
*  Reducing sodium intake
*  Social influences on healthy eating, including media, family, peers, and culture
*  How to find valid information or services related to nutrition and dietary behavior
*  How to develop a plan and track progress toward achieving a personal goal to eat healthfully
*  Resisting peer pressure related to unhealthy dietary behavior
*  Influencing, supporting, or advocating for others' healthy dietary behavior

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* 16.

Does the health education curriculum address all of these essential topics on preventing tobacco use?
*  Short- and long-term health consequences of tobacco use, including cigarettes, cigars and smokeless tobacco and other tobacco products
*  Benefits of abstaining from tobacco use
*  Importance of quitting tobacco use
*  Addictive effects of nicotine in tobacco products
* Health effects of second-hand smoke and benefits of a smoke-free and overall tobacco-free environment
*  How many young people use tobacco
*  Social influences on tobacco use, including media, family, peers, and culture
*  Finding valid information and services related to tobacco-use prevention and cessation
*  Resisting peer pressure to use tobacco
*  Supporting school and community action to support a tobacco-free environment
*  Influencing, supporting, or advocating for others to prevent tobacco use
*  Influencing or support others to quit using tobacco
*  How to avoid environmental tobacco smoke or second-hand smoke

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* 17. Does the health education curriculum address all of these essential topics on preventing alcohol and other drug use?
*  Understanding the short- and long-term health consequences of alcohol and other drug use
*  Understanding the relationship between using alcohol and other drugs and other health risks, such as unintentional injuries, violence, suicide, sexual risk behaviors, and tobacco us
*  Understanding the risks associated with using alcohol or other drugs and driving a motor vehicle
*  Understanding the risks associated with medically prescribed opiate drug use and continued opiate use for non-medical purposes
*  Understanding the benefits of abstaining from alcohol and other drug use
*  Importance of quitting alcohol and other drug use
*  Recognizing social influences on alcohol and other drug use, including media, family, peers, and culture
*  Accessing valid information and services related to alcohol and other drug use prevention
*  Locating valid and trustworthy alcohol- and other drug-use treatment services
*  Resisting peer pressure to use alcohol and other drugs
*  Seeking assistance to quit using alcohol or other drugs
*  Choosing a healthy alternative when making a decision related to alcohol and other drug use
*  Making a personal commitment not to use alcohol
*  Making a personal commitment to avoid riding in a motor vehicle with a driver who is under the influence of alcohol or other drugs
*  Influencing, supporting, or persuading for others to be alcohol- and other drug-free
*  Persuading others to avoid driving while under the influence or alcohol or other drugs

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* 18. Does the health education curriculum address all of these essential topics on chronic health conditions (e.g., asthma, diabetes, epilepsy, food allergies) awareness?
*  Basic facts and triggers of common chronic health conditions
*  Risk factors and symptoms related to common chronic health conditions
*  Identify health problems associated with common chronic disease or conditions
*  Identifying potential long-term effects of untreated or unmanaged chronic health conditions
*  Accessing a trusted adult who can help someone experiencing complications due to a chronic health condition (e.g., asthma episode)
*  Ways to support classmates with chronic health conditions
*  Demonstrating empathy for people with chronic health conditions

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* 19. Does the health education curriculum address all of these essential topics preventing HIV, other STD and pregnancy?
*  Human development issues, including reproductive anatomy and puberty
*  How HIV and other STD are transmitted
*  Signs and symptoms of HIV and other STD, and how they are diagnosed and treated
*  Long-term health consequences of HIV, other STD, and AIDS
*  Compassion for persons living with HIV or AIDS
*  Preventing HIV, other STD, and pregnancy
*  Abstinence as the most effective method to avoid HIV, other STD, and pregnancy
*  Social influences on sexual behavior, including media, family, peers, sex partners, gender roles and culture
*  Shared risk factors for HIV, other STD, and pregnancy (e.g., alcohol or other drug use, inconsistent or incorrect condom use)
*  Establishing and maintaining healthy relationships
*  Why it is wrong to harass, tease or bully others based on sexual orientation, gender identity or gender expression and ways to show courtesy and respect for others when aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender identity, or gender expression) differ from one's own
*  Pregnancy and STD prevention methods and their efficacy
*  How to obtain and correctly use pregnancy and STD prevention methods, including condoms
*  Resisting pressure to engage in sexual behavior
*  Effective communication skills for maintaining one's sexual health and healthy relationships
*  Emotional, social, physical and financial effects of being a teen parent
*  Finding valid information or services, including testing and counseling, related to HIV, STD, and pregnancy
*  Influencing, supporting, or advocating for others to make healthy decisions related to sexual behavior
*  The responsibility to verify that all sexual contact is consensual and how to recognize techniques that are used to sexually harass, coerce, or pressure others
*  How to located valid and reliable services, information, and products, including those related to sexual harassment, coercion, and violence

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* 20. Have all teachers of health education received professional development in delivery of the school's sexual health or HIV, STD, Pregnancy Prevention curriculum that includes:
*  Effective instructional strategies to deliver sexual health education content, including comfort in delivering material about sex and sexuality and handling topics that are potentially sensitive or embarrassing for student
*  Developing group facilitation skills to lead specific classroom activities included in sexual health education
*  How to deliver specific commercially-packaged programs with opportunity to practice skills and activities necessary for effective implementation
*  Classroom management techniques
*  State and district policies and guidance on what topics may be discussed in the classroom and how to handle questions
*  Strategies to assess students' knowledge and skills in sexual health education
*  Strategies for addressing sexual health education content as part of health education to address other health topics (e.g., alcohol and other drug use; mental and emotional health; violence

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* 21. Thanks again for participating.  Please provide any comments or feedback regarding any of the survey questions and/or suggestions on how to improve the health and wellness of Panther Valley.

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