Coordinated school health programs, health problems and issues are addressed at developmentally appropriate grade levels (K-12) using the Health Framework for California Public Schools content areas and California Health Standards. Legal responsibilities of teachers related to student health and safety, effective communication with parents and site-based and community resources, research-based school health programs, life skills and positive behaviors, needs of special populations, and evaluation of health web sites will be discussed.
- Examine components of a coordinated school health program including: comprehensive health education, health services, a healthy and safe school environment, physical education, nutrition services, physiological and counseling services, health promotion for staff, and family and community involvement. (CC5K1, CSTP2-1).
- Utilize the concepts of health and well-being and data on the health status of today’s youth to document the need for comprehensive school health education and collaborate with others in developing a program. (CC3K1, CSTP5-2, CSTP5-4).
- Analyze risk factors and protective factors for major health problems which affect youth in this country, including injury and violence, poor lifestyle habits, drug abuse including alcohol and tobacco use, chronic and communicable diseases. (IC2K2, CC3K1,CSTP5-4).
- Analyze developmentally appropriate grade level (K-12) content using the Health Framework for California Public Schools in the following areas: mental and emotional health, personal health, consumer and community health, injury prevention and safety, alcohol, tobacco and other drugs, nutrition, environmental health, family living, individual growth and development and communicable and chronic diseases. (GC1K6, CC2K1, GC2K6, CC7K2, CSTP1-2, CSTP1-4, CSTP2-6, CSTP3-1, CSTP3-3, CSTP3-4, CSTP3-5, CSTP4-5).
- Analyze lesson plans and revise as needed to meet grade level health expectations identified in the Health Framework for California Public Schools, while making effective use of available resources. (CC7K2, CC7K3, CSTP1, CSTP1-4, CSTP2-6, CSTP3-1, CSTP3-3, CSTP3-4, CSTP3-5, CSTP4-5).
- Discuss the teacher’s role in enabling, promoting and reinforcing positive health choices among their students by means of instruction, positive role modeling and participating in school and community-wide efforts to improve the health of students. (CC5K7, CSTP5-5, CSTP6-5).
- Collaborate with teachers, administrators, school counselors and psychologists, school nurses and others in the community to evaluate comprehensive, sequential school health programs as well as community-wide health programs and networks. (GC7K3, CC10S2, CSTP2-1, CSTP6-5).
- Evaluate local, national, state, and Internet resources and strategies for promoting good health among children, young people and their families. (GC7K3, CSTP3-5).
- Discuss the relationship of personal, family, school, community, and environmental factors as related to student academic achievement and physical, emotional, and social well-being. (CC1K7, CSTP2-1).
- Apply the major laws and principles related to student and employee health and safety and student and parent rights. (CC1K2, IC1K5, CSTP2-4, CSTP3-4).
- Discuss research-based programs, findings, and practices related to the health status of youth and comprehensive school health education. (CC7K1, CSTP3-5).
- Evaluate how and when to access site based and community resources and agencies, including social, health, education, and language services in order to promote integrated support to meet the health and school safety needs of the individual learner. (GC7K3, CSTP2-1).
- Discuss medical issues encountered in schools e.g. dispensing medication (prescription and over the counter), universal precautions, exposure control plans, medical procedures (such as blood glucose monitoring) and identification of common and communicable diseases of children and adolescents and when and how to make referrals. (IC1K5, CSTP2-1).
- Develop strategies for teaching refusal skills, handling peer pressure, conflict resolution, violence prevention, suicide prevention, stress management, crisis prevention, and meeting the needs of special education students (e.g. special education students, foster students, homeless students, pregnant and parenting students, court/community youth, and ESL learners). (CC1K2, CC5K6)
Why Choose National University?
We’re proud to be a veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 150,000 alumni worldwide.
#1 Choice for CA Teachers
NU has recommended more candidates for teaching credentials in CA than any other university in the state.
Accredited by NCATE
Sanford College of Education is accredited by the National Council for Accreditation of Teacher Education.
Focus on one subject at a time — one month at a time — and finish your degree faster.
On Campus or Online
Study when and where it’s convenient for you with evening, weekend, and 100% online classes.
20+ Campus Locations
Attend class onsite at one of over 20 campus locations across California or in Nevada.
As a Yellow Ribbon school, we offer tuition discounts to servicemembers and dependents.
Sanford College of Education
“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”Sanford College of Education