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You are here: Wiki-Summaries >> Common Topics & Terms >> Core Components >> Instruction and Extended Education >> H&LS/PSH Curricula & Instruction

Health & Life Skills/Personal, Social & Health/Health & Well-being Education - Curricula & Instruction

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Health & Life Skills (H&LS) Curricula and Instruction: This core subject, which is often called "Personal, Social & Health (PSH)" or "Health & Well-being (H&WB)", is taught in most education systems at the primary and junior secondary levels. Students are taught about essential knowledge needed for their health, safety and security, about life skills needed to manage their lives and relationships and about universal values underpinning their ethical/moral and social & emotional development. There is a consensus in the research that 50 hours of H&LS instruction can strengthen student knowledge and skills generally. There is some evidence that H&LS instruction can create behavioural intentions (personal action plans) as a threshold for behaviour change. However, few programs have reported behavioural change beyond a few months.
The curriculum structures (organization of subjects) which deliver classroom H&LS instruction can include these variations: (1) stand-alone “health education” (only on physical and mental health), (2) a stand-alone Life Skills program focused on personal,social & emotional learning/relationships, (3) separate courses on health & life skills (4) a basic “health & life skills (H&LS) education” courses which we define as a focus on a limited number of health & social issues selected by the education authorities, (5) “personal, social and health (PSH)” education which combines life skills and health education organized around generic skills, essential knowledge and universal values,  and (6) “personal, social, health and economic (PSHE)” education which combines PSH education with home economics/financial literacy. (7) “physical education and health” which combines physical education (PE) and health, (8) health and career education. There are also stand-alone Physical Education, Home Economics and Moral/Religious Education courses.  Informal and non-formal Extended Education (EE) activities are often used to complement and even substitute for formal, classroom-based instruction in HLS/PSH when resources are scarce or when education systems are recovering from conflicts or disasters.
Sources:
  • FRESH Partners (2014) Skills-based Health Education in Monitoring and Evaluation Guidance for School Health Programs: Eight Core Indicators to Support FRESH (Focusing Resources on Effective School Health, Paris, UNESCO
  • Cefai, C.; Bartolo P. A.; Cavioni. V; Downes, P (2018) Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence, NESET II report, Luxembourg: Publications Office of the European Union, 2018. doi: 10.2766/664439
  • Collaborative for Academic, Social, and Emotional Learning. (2015). CASEL guide: Effective social and emotional learning programs: Secondary school edition. Chicago, IL: Author
  • CASEL (2013) Effective Social and Emotional Learning Programs. Preschool and Elementary School Edition, Collaborative for Academic, Social, and Emotional Learning
  • Connell DB, Turner RR, Mason EF. (1985) Summary of findings of the School Health Education Evaluation: health promotion effectiveness, implementation, and costs, J Sch Health. 1985 Oct;55(8):316-21
  • UNICEF (2012) Global Evaluation of Life Skills Education Programmes, New York, NY, UNICEF
  • Kristine Sørensen, Orkan Okan (2019) Health Literacy: Concept note on health literacy of children and adolescents in school settings, Denmark, Global Health Literacy Academy/Surrey, BC, FRESH Partners
  • Nasheeda A, Abdullah HB, Krauss SE, Ahmed NB. (2019) A narrative systematic review of life skills education: effectiveness, research gaps and priorities. Int J Adolesc Youth. 2019;24(3):362–79. doi: 10.1080/02673843.2018.1479278
  • Webb, T. L., & Sheeran, P. (2006) Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. Psychological Bulletin, 132(2), 249–268
This summary was first posted in January 2021 as  a"first draft" . The following individuals or organizations contributed to the development of this topic. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:. 
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This summary was first posted in June 2012. Currently it has been posted as  an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:
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This summary was first posted in June 2012. Currently it has been posted as  an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version..We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:
 Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below.  Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.
Research
Reports, Resources


Understand the Approach/ Program & Its Effectiveness in Different Contexts on Different Aspects of HPSD, Populations


How to Implement, Maintain, Scale Up, Sustain, Build Capacity, Leverage to Support Core Components.


How to integrate within Education Systems

Use of Ecological/ Systems Approach



Research Questions/
KDE Agenda




Understand the Approach/ Program & Its Effectiveness in Different Contexts on Different Aspects of HPSD, Populations


How to Implement, Maintain, Scale Up, Sustain, Build Capacity, Leverage to Support Core Components.


How to integrate within Education Systems

Use of Ecological/ Systems Approach



Research Questions/
KDE Agenda
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This Section: Common Topics or Terms
For updates and reader comments on this section, go to our Mini-Blog on Common Topics & Terms

Here is our list of topics and sub-topics for this section:
- Introduction & Overview

- Education Equity, Inclusion & Success
  • Whole Child Approach
  • Broad Range of Learning Opportunities
  • Cross Curricular Competencies
- Multi-component Approaches (MCAs)
- Core Components
  • Macro & Specific Policies
  • Instruction & Extended Education
    - Education Promoting HPSD
    - H&LS/PSH Curricula & Instruction
    - Extended Education Activities
  • Health, Social & Other Services
  • Psycho-Social Environment & Supports
        - School Culture & Climate
          - Staff Wellness
          - Student Conduct & Discipline
          - Engaging/Empowering Youth
          - Parent Participation
          - Community Involvement/Ownership
  • Physical Environment & Resources
- Multi-Intervention Programs (MIPs)
  • How to Build a Multi-Intervention Program
- Single Intervention (Issue-Specific Programs)

- Learning/Behaviour Models (LBMs)

- Behaviour & Learning Theories

- Inter-sectoral/Sector Actions & Levers
  • Whole of Government Strategies
  • National Action Plans
  • Declarations & Consensus Statements
  • Education Management Information Systems (EMIS)
  • Inter-Ministry Coordination
  • Inter-Agency Coordination
  • Inter-Professional Coordination
- Workforce Development
  • Workforce Planning in HPSD
  • Teacher Education & Development
    - Early Childhood Educators
    - Primary School Teachers
    - Secondary PSHE Specialists
    - Home Economics Specialists
    - Physical Education Specialists
    - School Counsellors
    - School Psychologists
    - School Principals
  • Preparing Other Professionals to Work with or within Schools
    - School Nurses
    - School Social Workers
    - School Resource (Police) Officers
    - Security/Civil Protection Guards
    - Teaching/Learning Assistants
    - School Administrative/Clerical Staff
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- Systems Approaches
  • A Systems Focused Paradigm
  • Contextualizing Approaches & Programs
  • Implement, Maintain, Scale Up & Sustain Programs & Approaches
  • System & Organizational Capacities
  • Integrate Within Education System Mandates, Concerns & Constraints
  • Better Use of Systems Science & Organizational Development Tools
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