Elementary School Personnel and Cultural Factors Affecting Health Education Implementation in the High‐Stakes Testing Era

• Published in: The Journal of school health Vol. 91; no. 10; pp. 846 - 856
• Main Authors: Boguslawski, Melissa K., Lohrmann, David K., Sherwood‐Laughlin, Catherine, Eckes, Suzanne, Chomistek, Andrea K., Applegate, Trent
• Format: Journal Article
• Language: English
• Published: Malden, USA Wiley Periodicals, Inc 01.10.2021; Wiley; American School Health Association; Blackwell Publishing Ltd
• Subjects: advocacy; Barriers; Beliefs, opinions and attitudes; Childrens health; Cultural factors; Cultural Influences; Curricula; Curriculum Implementation; Education policy; Educational Environment; Educational Policy; elementary school health; Elementary School Teachers; Elementary school teaching; Elementary schools; Grounded theory; Head teachers; Health Education; Health promotion; High Stakes Tests; Implementation; Institutional Characteristics; Leadership; Learning environment; Mental health; Methods; Pediatrics; Public opinion; school culture; school health education; school policy; School principals; standardized testing; Standardized Tests; Test scores; Understanding; Michigan; United States > US
• ISSN: 0022-4391; 1746-1561; 1746-1561
• DOI: 10.1111/josh.13071

ABSTRACT BACKGROUND Despite proven health and learning benefits, health education implementation in elementary schools is not optimal. This study investigated learning environment, leadership, and training factors that may influence elementary‐level health education implementation in the current standardized testing‐saturated environment. METHODS Survey data were collected from principals of 8 Michigan elementary schools and, via focus groups, 30 teachers in their schools. Teacher groups were separated into 2 categories based on principals' understanding of state health education policies. Grounded theory analysis was used. RESULTS Despite all 30 teachers' positive attitudes toward health education, numerous consistent implementation barriers were identified; competition for instructional time with tested subjects was most critical. Teachers with principals who indicated a greater understanding of state policies reported more: consistent instruction; availability of resources, and encouragement to teach select topics, especially mental health. CONCLUSION That these findings were produced in a state with strong CSHE polices, proven curricula, and expansive support systems are disheartening and accentuate the profound impact of standardized testing on elementary‐level health education implementation. More promising, principals' understanding of applicable state‐level policies appeared to generate stronger health education implementation. Future research should focus on the possible impact of time devoted to health instruction on standardized test scores.