HEALTH IN THE EDUCATION DOMAIN Integration of health and literacy requires a shift in both sectors. It is not enough to ask pediatricians to add literacy assessment and intervention in their practice. An ideal partnership between healthcare providers and educators would also include school- based interventions around health, including health literacy—ensuring that children are developing the integrated resources required for a long, healthy future. The development of school-based health centers has been shown to offer powerful benefits for students in terms of both academics and health. These centers have become a means to integrate education and health practices (Brindis, 2016). In their review of the literature on school-based health centers, Michael Arenson and his colleagues argue that the presence of healthcare providers in schools has the possibility of “mitigating the health effects of a maladaptive social ecosystem while simultaneously working to improve the ecosystem itself” (2019, p. 1). Though research on the educational impact of school-based health centers is limited, a 2016 study found that they are associated with improved grade point averages, attendance, grade promotion, college preparation, and reduced rates of suspensions (Bersamin et al., 2016). In addition to incorporating health-related services into academic settings, literacy is also a crucial capacity for helping children gain information about health as well as future access to health care. As with so many life skills, research has shown that health literacy is best imparted through teachers, who have a unique understanding of their students and an ability to navigate the community resources required to serve the unique needs of their students (Ballard et al., 1994). While many schools include one- off health literacy units on specific topics or delivered by outside experts, data is clear that “to achieve sustainability and the desired impact on students’ knowledge, skills and attitudes, health-related programs should be delivered by the classroom teacher” (McCuaig et al., 2012, p. 6). That said, numerous studies have established the essential features of effective school-based health education programs, and noted that teacher knowledge and school-leader commitment are critical success factors in these programs (Basch, 2010; Rowling, 2009). Adding health literacy to the already full plates of teachers is a challenge, especially because it will require additional professional development, an increase in school resources and capital, partnerships with outside healthcare professionals, and buy-in from parents and families as well as classroom, school, and district leaders. But it can be done.
READING FOR LIFE: THE IMPACT OF YOUTH LITERACY ON HEALTH OUTCOMES 14
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