HEALTH EDUCATION

Philosophy

Today, as never before, the emphasis on health promotion and health education has become a top priority in the United States. The Surgeon General has stated that education about healthy lifestyle choices, and behaviors, which begin at an early age, are the most effective methods we, as a nation, have to address the major health concerns of our time. With health care costs escalating, it is imperative that meaningful health education programs be implemented in Idaho schools. A student who is not feeling well cannot focus on learning basic skills. Physical and emotional health and wellbeing must be addressed before other subject matter can be successfully learned.

Health must be viewed as a dynamic multi-dimensional measure of the quality of life rather than simply a freedom from illness. School health education is the vehicle that imparts knowledge, examines attitudes, and formulates lifestyle behaviors that help each student maximize her/his potential for total well-being through an emphasis on wellness.

Wellness is a holistic approach to health which focuses on positive health habits and lifestyle. This includes knowledge and skills which enable the students to assume personal responsibility for decisions regarding their well-being.

Health attitudes and behaviors are more effectively introduced and reinforced when exemplified by positive teacher role models. The long term impact of this role modeling is reflected by the students themselves becoming effective health models for the generations which will follow.

The required health education courses consist of one semester each in grades 7-9 and 10-12. Each course develops skills and competencies to help the individual make reasonable and responsible choices regarding social and cultural forces, pervasive influences, and options as they relate to health and wellbeing.

IDAHO STATE BOARD

RULES AND REGULATIONS

IDAPA O8.02.E,3

Elementary and secondary schools in the state shall provide comprehensive health education to all students. A comprehensive health education program shall consist of planned, sequential learning experiences that assist students to achieve desirable knowledge, understanding, attitudes and practices related to personal, family and community health issues. The K-12 health curriculum shall contain instruction in substance use and abuse and the prevention and control of diseases and disorders, including HIV/AIDS and other sexually transmitted diseases. The content of instruction in human sexuality and family life shall be determined solely at the local level by the local school board, with the involvement of parents and school district community groups. Nothing contained herein shall require instruction in family life or sex education beyond that authorized in section 33-1605, and sections 33-1608 through 33-1611, Idaho Code. (Legislatively modified by 5CR 110 during the 1991 Session)

Any student, whose parents or guardians have submitted a signed statement to school officials, stating their objections to a topic or topics within a specific health course, shall be released from the class when those topics are studied. Students excused from the study of a prescribed topic may be asked to study and report on other health-related topics.

IDAHO CODE

33-1605. Health and physical fitness -- Effects of alcohol, tobacco, stimulants and narcotics. In all school districts there shall be instruction in health and physical fitness, including effects of alcohol, stimulants, tobacco and narcotics on the human system. The state board of education shall cause to be prepared such study guides, materials and reference lists as it may deem necessary to make effective the provisions of this section. (1963)

33-1608. Family life and sex education -- legislative policy. The legislature of the state of Idaho believes that the primary responsibility for family life and sex education, including moral responsibility, rests upon the home and the church and the schools can only complement and supplement those standards which are established in the family. The decision as to whether or not any program in family life and sex education is to be introduced in the schools is a matter for determination at the local district level by the local school board of duly selected representatives of the people of the community. If such program is adopted, the legislature believes that:

1. Major emphasis in such a program should be to assist the home in giving them the knowledge and appreciation of the important place the family home holds in the social system of our culture, its place in the family and the responsibility

which will be there much later when they establish their own families.

2. The program should supplement the work in the home and the church in giving youth the scientific, physiological information for understanding sex and its relation to the miracle of life, including knowledge of the power of the sex drive and the necessity of controlling that drive by self-discipline.

c. The program should focus upon helping youth acquire a background of ideals and standards and attitudes which will be of value to him now and later when he chooses a mate and establishes his own family. (1970)

33-1609. "Sex education" defined. Sex education for the purpose of this act is defined as the study of the anatomy and physiology of human reproduction. (1970)

33-1610. Involvement of parents and community groups. School districts shall involve parents and school district community groups in the planning, development, evaluation and revision of any instruction in sex education offered as part of this new program (1970)

33-1611. Excusing children from instruction in sex education. Any parent or legal guardian who wishes to have his child excused from any planned instruction in sex education may do so upon filing a written request to the school district board of trustees and the board of trustees shall make available the appropriate forms for such request. Alternative educational endeavors shall be provided for those excused. (1970)