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| Section 1
Rationale
1.1 The scope of health education
Health and wellbeing are positive and dynamic concepts that embrace physical, emotional and social dimensions. Our physical, emotional and social health is inextricably linked to the quality of the environment in which we live. Lifestyle factors play an enormous part in influencing the health of the individual. For example, healthy eating, exercise, sexual relationships, and the use of alcohol, tobacco and drugs, all influence our health. However, wider influences such as heredity and environmental factors, for example housing and employment are also known to have an impact on health.
Schools recognise the importance of these influences. Therefore, the development of the health-promoting school, with its emphasis on a partnership with the community, is an effective way of taking account of the aspects of health that are responsive to pupils' needs. Health education is not the responsibility of any one teacher or subject but is best addressed through contributions from a range of teachers in a number of curriculum areas.
1.2 The health-promoting school
The health-promoting school aims to achieve a healthy lifestyle for the whole school population by developing supportive environments conducive to the promotion of health. It offers opportunities for, and requires commitments to, the provision of a safe and health-enhancing social and physical environment. WHO Regional Office for Europe, 1997
At the heart of health-promoting schools is the young person. Equally, a supportive organisation and positive climate in the school influence the beliefs, attitudes, values and actions of each person involved. Thus there are three key interrelated areas that the health-promoting school has to address: The wellbeing of both pupils and staff is promoted by taking a coherent approach to every aspect of school life. The health-promoting school encourages healthy behaviour and, at the same time, recognises that responsibility for improving health does not lie solely with the individual. It is a responsibility shared among all members of the health-promoting community. 1.3 The aims of health education 5-14 Health education should aim to enable young people to explore and clarify their beliefs, attitudes and values, develop personal and interpersonal skills, and increase their knowledge and understanding of a range of health issues. There is a need to provide opportunities for young people to explore their feelings and emotions, to share experiences, and to discuss issues that are relevant to them in a secure and comfortable environment. Schools can provide this supportive and encouraging climate through the use of interactive learning and teaching approaches. Health education within the curriculum should aim to provide opportunities for young people to value themselves, gain in confidence and develop skills and knowledge to take responsibility for their own health at an individual level and as participating citizens. How young people feel about themselves and their environment directly affects their motivation and disposition to learn. Schools should aim to devise strategies that can identify the health needs of young people by exploring with them their perceptions about being healthy, and their knowledge of or beliefs about staying healthy. In this way, schools can create a relevant health education curriculum: one that meets the needs and matches the maturity levels of its pupils. In meeting these needs, schools will want to consider the social, cultural and religious influences on the school and its community. Crucial to young people's personal and social development are fundamental qualities and dispositions that will promote change and enable pupils to take action, not just in relation to their own health but also by contributing to the maintenance of a healthy environment and playing an active part in their community. These qualities and dispositions are consolidated within the 5-14 health education guidelines and underpin all aspects of learning. They are: As with any area of education, an effective health education programme should aim to develop important knowledge, understanding and skills that may play a part in the decisions young people make about health. For example, understanding the correct recovery position in the event of an accident and having the skills to carry it out could help save a life. In addition, young people who value their own appearance are more likely to select food that they believe will be good for personal features, such as skin and hair. Therefore, health education, as well as developing knowledge, understanding and skills, should aim to explore the beliefs and values that young people hold. This process will help young people to reflect on what influences their health-related behaviours and is therefore a key component of the approach to health education in the classroom. The approach should not only focus on the individual but should also pay attention to the social context. For example, health-related decisions are often influenced by the individual's perception of the reactions of others such as friends or parents. Therefore the development of personal and interpersonal skills must be an integral part of health education. The work undertaken within the three strands of personal health, emotional health and social health brings together knowledge and understanding, skills development and the exploration of attitudes. The development of these leads to the attainment outcome of taking responsibility for health. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT]
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