Since the 1990s, national standards have been developed in K-12 subject areas. National standards in health education were first released in 1995 with a second set released in 2007. A third edition, the  National Health Education Standards: Model Guidance for Curriculum and Instruction was developed in 2022 under the auspices of the National Consensus for School Health Education. The purpose of this article is to present an overview of the third edition including descriptions of the development process; the 8 standards and aligned performance expectations; considerations related to the translation, dissemination, and implementation of the standards; and projections for potential impact regarding teaching and student outcomes.

Wearable technologies offer new opportunities to address in-school physical inactivity. However, children are often excluded from discussing issues which directly impact them, including the use of wearable technologies in a school setting. Thus, the aim of this study is to understand primary school pupils' experiences and perceptions of using wearable physical activity monitoring technologies within schools.

We aimed to characterize relationships between delayed high school start time policy, which is known to lengthen school night sleep duration, and patterns in activity outcomes: physical activity, non-school electronic screen time (non-schoolwork), and sports and extracurricular activity among adolescents.

Despite overall declines in risky teen sexual activity, racial and ethnic disparities persist. This study compared abstinence-only and comprehensive teen pregnancy prevention (TPP) programs to explore the effects of the programs on teen sexual activity-related outcomes that may differ by race/ethnicity.

Teachers can face demanding and stressful working conditions. Classroom environments in elementary schools are dynamic and challenging, which can be mentally and emotionally exhausting for teachers. This study aimed to investigate the prevalence of psychological distress and identify associated factors among elementary school teachers.

Mental health care is critical to improving mental health but factors associated with student utilization are poorly understood.

Education faced challenges during the COVID-19 pandemic. Although the United States has declared an end to the public health emergency, schools continue to be impacted. While considerable research has focused on the impact of the pandemic on students, fewer studies have focused on educators, and even less on educators who specialize in working with marginalized student populations.

The COVID-19 pandemic triggered a worldwide socio-sanitary crisis, continuing to impact societies worldwide. With many school systems shifted to online education, the current study presents a unique opportunity to investigate relevant phenomena related to serious health issues during the schooling and later in life, cyberbullying and bullying. This study began just before the COVID-19 lockdown was declared and resumed 5 months later allowing to explore 2 main objectives: first, to explore whether cyberbullying increased during the lockdown, and second, to analyze transitions from to time of bullying and cyberbullying.

Adolescent suicide is a public health issue, and school is an ideal setting for prevention activities. LEARN is a peer-led gatekeeper training for high school personnel, parents, and students. The purpose of this study was to evaluate the effectiveness of LEARN as a gatekeeper training.

Many students would benefit from trauma-informed physical activity (PA); however, there is a lack of systematic guidance on incorporating trauma-informed practices across school-based PA opportunities. The purpose of this study was to generate a feasible framework for trauma-informed school-based PA.

Schools are both learning environments for students and workplaces for faculty. Recognizing the role of organizational factors in staff health in school environments, the study aimed to explore which factors, including transformational leadership, teachers' perceived management support and HPS accreditation awards, were most associated with promoting a healthy lifestyle for teachers.

Limited information about school outcomes among children (especially early childhood) with lifetime history of head injury, including traumatic brain injury (TBI), may inhibit efforts to support their academics and physical and mental health.

The weight-normative approach to nutrition education dominates health education programming across the United States, despite evidence that this paradigm contributes to negative outcomes including weight cycling, bias and stigma, the development of disordered eating behaviors, and weight-based bullying.

When well implemented, recess is a critical part of the school day for children's healthy development. We explored the implementation of a recess improvement process in 5 elementary schools across 3 states.

We sought to determine the impact of school gardens and nutrition education on student fruit and vegetable consumption from limited-income communities in Alabama.

This study offers a comprehensive review of academic performance measurement instruments in physical activity and education settings, aiming to provide a comprehensive list of tools used for measuring academic performance in relation to variables associated with physical activity.

Adverse childhood experiences (ACEs) are associated with behavioral health challenges and high school dropout, and behavioral health is associated with high school dropout. Less is known about the role of behavioral health challenges in the relationship between ACEs and high school dropout.

A systematic adaptation of an evidence-based state health curriculum (Michigan Model for Health™, MMH) was created to enhance physical activity and family engagement materials but retain the core functional elements of the curriculum.

This study evaluated stakeholders' perceptions regarding the initial implementation process of the health promoting school model proposed by the affordable health initiative (AHI HPS model) in schools of Belo Horizonte/BRA.