National Health Education Standards
The National Health Education Standards (NHES) were developed to establish, promote and support health-enhancing behaviors for students in all grade levels—from pre-Kindergarten through grade 12. The NHES provide a framework for teachers, administrators, and policy makers in designing or selecting curricula, allocating instructional resources, and assessing student achievement and progress. Importantly, the standards provide students, families and communities with concrete expectations for health education.
First published in 1995, the NHES were created in response to several model standards being developed for other areas of education by educational leaders across the United States in the early 1990’s. With support from the American Cancer Society, the Joint Committee on National Health Education Standards was formed to develop the standards. Committee members included
- American Public Health Association
- American School Health Association
- SHAPE America (Society of Health and Physical Educators)
Over the last decade, the NHES became an accepted reference on health education, providing a framework for the adoption of standards by most states. A review process begun in 2004 resulted in revisions to the NHES that acknowledged the impact and strength of the original document and took into account more than 10 years of use nationwide. The 2nd edition National Health Education Standards—Achieving Excellence promises to reinforce the positive growth of health education and to challenge schools and communities to continue efforts toward excellence in health education.
Standards and Performance Indicators
The NHES are written expectations for what students should know and be able to do by grades 2, 5, 8, and 12 to promote personal, family, and community health. The standards provide a framework for curriculum development and selection, instruction, and student assessment in health education.
| Standard 1 | Students will comprehend concepts related to health promotion and disease prevention to enhance health. |
| Standard 2 | Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. |
| Standard 3 | Students will demonstrate the ability to access valid information, products, and services to enhance health. |
| Standard 4 | Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. |
| Standard 5 | Students will demonstrate the ability to use decision-making skills to enhance health. |
| Standard 6 | Students will demonstrate the ability to use goal-setting skills to enhance health. |
| Standard 7 | Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. |
| Standard 8 | Students will demonstrate the ability to advocate for personal, family, and community health. |
Health Education Curriculum Analysis Tool (HECAT)
The Health Education Curriculum Analysis Tool (HECAT) is an assessment tool to help school districts, schools, and others conduct a clear, complete, and consistent analysis of health education curricula based on the National Health Education Standards and CDC’s Characteristics of an Effective Health Education Curriculum.
HECAT results can help school select or develop appropriate and effective health education curricula, enhance existing curricula, and improve the delivery of health education. The HECAT can be customized to meet local community needs and conform to the curriculum requirements of the state or school district.
The HECAT features:
- Guidance on using the HECAT to review curricula and using the HECAT results to make health education curriculum decisions
- Customizable templates for recording important descriptive curriculum information for state or local use in the curriculum review process
- Tools to analyze preliminary curriculum considerations, such as accuracy, acceptability, feasibility, and affordability
- Tools to analyze curriculum fundamentals, such as teacher materials, instructional design, and instructional strategies and materials
- Specific health-topic concept and skills analyses
- Guidance on using the HECAT for developing a health education scope and sequence
Downloadable from https://www.cdc.gov/healthyyouth/hecat/index.htm Funded Non-Governmental Organizations for Healthy Schools
Through the National Collaboration to Promote Health, Wellness, and Academic Success of School-Age Children, CDC Healthy Schools funds five national non-government organizations (NGOs) to complement and strengthen the work of state grantees. These NGOs support the grantees and their organization’s constituents to promote and implement proven policies, practices, and programs in at least one of the following school health priority areas:
Priority Area 1–Physical Education and Physical Activity in Schools
Priority Area 2–School Nutrition Environment and Services
Priority Area 3–Out of School Time Healthy Eating and Physical Activity
Priority Area 4–School Health Services for Managing Chronic Conditions
The NGOs that support the following priority areas are:
- Alliance for a Healthier Generation
- Boys and Girls Club of America
- National Association of School Nurses
- National Network of Public Health Institutes
- SHAPE America
CDC Healthy Schools also funds the National Association of Chronic Disease Directors (NACDD) to provide technical assistance and professional development activities that will build the capacity of state health departments. This will equip school health and education leaders with greater knowledge, skills, and abilities to implement proven strategies that create healthier environments for students. Initiatives such as these are essential to help leaders from across the country access practical tools and resources to promote the health of their student population.
