June 6, 2013 Presenters: Nadrine P. Hayden & Brandi Bowen

 Establishing healthy behaviors during childhood and maintaining them is easier and more effective than trying to change unhealthy behaviors during adulthood.  Schools play a critical role in promoting the health and safety of young people and helping them establish lifelong healthy behaviors.  Each day, the nation’s 132,700 schools provide  An opportunity for 55 million students to learn about health and develop the skills that promote healthy behaviors.

 1 in 5 high school students in the United States is a current smoker.  78% of high school students do not eat the recommended 5 servings of fruits and vegetables a day. Only 1 in 3 participates in daily physical education classes.  1 in 3 children and adolescents is overweight or obese.  3 in 10 young women become pregnant at least once before age 20.

 Young people miss nearly 13 million school days a year because of asthma.  Each year, 30% of deaths among young people aged 10–24 years are due to motor-vehicle crashes.  About 22% of young people aged 13–18 years experience mental health disorders that can cause severe impairment during their lifetime.  About 18% of new diagnoses of HIV infection are among young people aged 13−24 years. Teenagers and young adults also have the highest rates of STDs of any age group.

 Six types of health risk behaviors contribute to the leading causes of death, disability, and social problems in the United States:

 (1) tobacco use;  (2) unhealthy eating;  (3) inadequate physical activity;  (4) alcohol and other drug use;  (5) sexual behaviors that may result in HIV infection, other sexually transmitted diseases (STDs), and unintended pregnancy; and  (6) behaviors that contribute to unintentional injury and violence.

 These behaviors are often established during childhood or adolescence;  Persist into adulthood; and are  Preventable.

 Research has shown that school health programs can reduce the prevalence of health risk behaviors among young people and have a positive effect on academic performance.

 A multicomponent, school-based physical activity and nutrition program slowed the increase in rates of obesity and overweight in El Paso, Texas.  Elementary schools in Philadelphia that participated in a 2-year intervention improved school nutrition. They reported a 50% reduction in overweight among students. At the end of the intervention, 7.5% of students in participating schools were overweight, compared with 14.9% in nonparticipating schools.

 Results of an evaluation of a school-based HIV, STD, and unintended pregnancy prevention program for high school students showed a savings of $2.65 in total medical and social costs for every $1 invested in the program.  A review of 48 studies found that sexual health education programs resulted in a delay in first sexual intercourse, a decrease in the number of sex partners, and an increase in condom or contraceptive use. None of the programs increased the likelihood of having sex.

 No universal definition exists. Science-based is often used synonymously with evidence- based and research-based. Other terms commonly used are promising programs, model programs, effective programs, and exemplary programs. While the definitions do vary somewhat depending on the area of application, all definitions refer to the use of scientific research as a way to inform service delivery, or programming or policy.

 The Substance Abuse and Mental Health Services Administration (SAMHSA), a division of the US Department of Health and Human Services, answers the question: What is evidence-based? as follows:

In the health care field, evidence-based practice (or practices), also called science- based practice (or practices) generally refers to “approaches to prevention or treatment that are validated by some form of documented scientific evidence.”  “Evidence-based practice stands in contrast to approaches that are based on tradition, convention, belief, or anecdotal evidence.”

 Implementing science-based programs is important to ensure that resources are spent on programs that have a high probability of achieving desired, long-term outcomes and that incorporate principles of effective programming that bring about positive results.  They eliminate the costly and time-consuming efforts of exploring and experimenting with new methods and strategies.  They provide the best return on investment.

 Stigma is a common human reaction to disease. Throughout history many diseases have carried considerable stigma, including leprosy, tuberculosis, cancer, mental illness, and many STDs. HIV/AIDS is only the latest disease to be stigmatized.

 Stigma means different things to different people.  This is one dictionary’s definition: “The shame or disgrace attached to something regarded as socially unacceptable.  There may be a feeling of ‘us and them’. People who are stigmatised are marked out as being different and are blamed for that difference.

Below are several resources that can guide you in assessment areas including:  General information about sexual risk-taking behaviors & related determinants (risk and protective factors)  Specific research & information about youth from various racial & ethnic traditions & sexual orientation  Research synthesis & interpretation Local Resources:  Louisiana Office of Public Health  Family Planning  Office of Minority Health  Louisiana Dept. of Education  HIV Planning Board ( New Orleans Regional AIDS Planning Council )  Community-Based Organizations ( Philadelphia, Connect to Protect )  Universities/Colleges

 Advocates for Youth ◦  Centers for Disease Control (CDC) ◦  Healthy Teen Network ◦

 Making Proud Choices  Be Proud! Be Responsible!  Sister to Sister  Wyman’s Teen Outreach Program (TOP®)  School-Based Health Center (SBHC) Community Engagement Project  SiHLE-(Sisters, Informing, Healing, Living, Empowering)

 Children and adolescents are establishing patterns of behavior and making lifestyle choices that affect both their current and future health.  Families, schools, and communities all need to work together to create an environment that facilitates healthy development of children and adolescents.  Research has shown that students who feel more connected to school are more likely to have positive health and education outcomes.  In combination with science-based health promotion programs and successful implementation of strategies can help Educational Specialists have the greatest impact on the health and education outcomes of students.

 Creating a safe learning environment for students is a daunting task.  Students not only need to feel physically safe in their school and classroom, but emotionally and intellectually safe as well.  Students who feel safe and secure in their classroom are more likely to do well in school and graduate.

“Families, schools, and communities all need to work together to create an environment that facilitates healthy development of children and adolescents.”

 Identify Stigmas  Add Risk Reduction Factors  Take Away the Stigmas  Equals Healthy Behaviors

Brandi Bowen, Program Director New Orleans Regional AIDS Planning Council (504) Nadrine Hayden, Project Director Adolescent Trials Network, Connect to Protect Tulane University (504)