**4. Health education**

In both school and community settings, health education, takes many different forms yet is built on similar principles and understanding. Educating for health means planning authentic learning experiences to support learners' and communities' development of the health skills essential for adopting and maintaining health-enhancing behaviors [23, 41, 42]. These planned efforts should be equitable and allow learners to a) adjust new learning and skills to their lived experiences without compromising healthy outcomes, b) acquire functional knowledge (essential health facts and concepts), and c) apply evidence-based and evidence-informed practices. Learners can learn and practice health skills to build the self-efficacy and agency necessary for maintaining a healthy life. Health education is also described as efforts to improve health literacy skills, health information and other health skills, and voluntary behaviors that promote health outcomes in individuals, groups, and communities [43]. One of the Core Beliefs of the American School Health Association is, "Core Belief 1:

### *Perspective Chapter: Strengthening and Empowering Professional Health Educators' Capacity… DOI: http://dx.doi.org/10.5772/intechopen.108980*

Health and learning are directly linked and essential to the development of healthy, resilient citizens. Academic success is an excellent indicator of the overall well-being of youth and a primary predictor of adult health outcomes. This belief addresses the issue of disparities and the achievement gap and offers solutions" [44].

Schools, where children and youth learn, and grow are one of the best settings for health education. Frameworks like the WSCC model, the WHO HPS model, and United Nations Educational Scientific and Cultural Organization's (UNESCO) education for health and wellbeing approach demonstrate the importance of studentcentered learning focused on well-being and dignity, engaging all stakeholders (learners, teachers, and administrators, parents, the community, etc.), and providing health education to promote student health, well-being and academic achievement [1, 10, 11] UNESCO's approach specifically focuses on the intersectionality of health, education, and gender equality. However, they all emphasize school health education as a fundamental part of a much broader school program that supports learners' health, well-being, and academic achievement.

In the US, the National Health Education Standards guide and drive comprehensive school health education throughout the nation [45, 46]. These standards assist schools and health educators with planning curriculums and lessons around functional knowledge to support acquisition of health skills. Building these health skills advances health literacy where students are more adept at accessing and navigating health information, supports, and services in ways that are health enhancing. Health education strives to create learning experiences that promotes individual, family and community health. This is the goal of health education or the end in mind when building curriculums and planning lessons. The eight standards which serve as a guide for health educators can be found in **Table 2**.

Health education in US schools, pre-kindergarten through 12th grade, and in community settings is taught across many health topics, and comprehensive and


#### **Table 2.** *National Health Education Standards.*


#### **Table 3.**

*The US CDC's healthy schools characteristics of an effective curriculum [46].*

effective curriculums are encouraged. The US Healthy People Objectives, which guide efforts to improve health outcomes, include objectives for increasing health education courses for students in grades six through twelve and increasing health literacy among populations of all ages [47]. School leadership should view health education as a vital link between student health and academic success. The US CDC's characteristics of an effective curriculum (**Table 3**) and UNESCO's strategy on education for health and well- being further unpack vital components of health education programs [3, 46]. UNESCO developed an educational strategy to support health and well-being. "To achieve a vision where all learners can fulfill their potential, UNESCO will:


Examples of UNESCO program elements including the importance of a) children and youth learning to building healthy, respectful and gender-equitable relationships, b) teacher training and development, c) gender equality and comprehensive sexual health education; d) the value of online learning; and e) inclusive education and safe inclusive learning environments.

*Perspective Chapter: Strengthening and Empowering Professional Health Educators' Capacity… DOI: http://dx.doi.org/10.5772/intechopen.108980*
