define health education (1 mark)

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In This Article Expand or collapse the "in this article" section Health Education

Introduction, definition and scope of practice.

Historical and Philosophical Foundations
Theories and Models
Community Assessment
Implementation and Best Practices
Relationship to Health Professions, Health-Enhancing Systems, and Sectors
Health Communication, Social Marketing, and Policy Advocacy
Professionalism and Ethics

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

Cultural Considerations in Disability
Health Fraud, Quackery, and Misinformation
Motivational Interviewing
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Health Education by Elaine Auld , Stephen F. Gambescia LAST REVIEWED: 23 February 2011 LAST MODIFIED: 23 February 2011 DOI: 10.1093/obo/9780199756797-0044

Health education is defined as “any combination of learning experiences designed to facilitate voluntary actions conducive to health” ( Green and Kreuter 2005 ). Although the history of health education dates back to the 19th century, it was not until the 1940s that the field began evolving as a distinct discipline. Over time, health education’s theory and practice base have broadened from focusing on one-to-one and mass media behavioral interventions to encompass responsibility for policies, systems, and environments that affect population health. In the early 21st century, the terms health education and health promotion (i.e., the latter including an ecological approach) are often used interchangeably in the United States, while internationally health promotion is used as an overarching concept that includes health education. Health education is considered a mature profession given that it has developed a discrete body of knowledge, defined competencies, a certification system for individuals, a code of ethics, a federal occupational classification, and recognized accreditation processes in higher education. Health education is generally aligned with the behavioral and social sciences as one of the core dimensions of public health study and practice. Additionally, the field draws from theories and models from education, health studies, communications, and other diverse areas. The unique combination of these knowledge areas forms the basis for health education competencies. Health educators employ a core set of competencies, regardless of the diverse practice settings in which they work (i.e., schools, universities, health departments, community-based organizations, health-care settings, worksites, and international organizations). This bibliography is organized around major areas of health education practice, such as assessing, planning, implementing, managing, and evaluating health education or health promotion programs, services, and interventions. It includes historical and philosophical foundations, and development of its professionalism and ethics. The discipline embraces both qualitative and quantitative methods, community-based participatory research, health communication and social marketing principles, and policy and media advocacy to accomplish program objectives. Health educators are stalwarts in the fight for social justice and believe that the health of a population should be a priority in any society.

The definition and scope of health education have evolved since the 1950s, particularly in relation to improved understanding of behavioral and socio-ecological influences on health. The early definition of health education in Griffiths 1972 primarily emphasized the provision of learning experiences to promote voluntary changes to individual health. Subsequent work in Robertson and Minkler 1994 , Schwartz, et al. 1995 , and Downie, et al. 1996 provides a broader context of health education in relation to policy, systems, and environmental changes inherent in the practice of health promotion and related philosophies. Taub, et al. 2009 provides a concise overview of how the terms health education and health promotion are used differently in the early 21st century in the United States versus internationally, due to historical, cultural, and political considerations. Gold and Miner 2002 and Modeste, et al. 2004 provide good sources of contemporary definitions for many other terms, which is especially important due to the eclectic base from which health education draws.

Downie, Robert, Carol Tannahill, and Andrew Tannahill. 1996. Health promotion: Models and values . 2d ed. Oxford: Oxford Univ. Press.

A comprehensive and systematic review of how to define health promotion and the range of underlying values held by those in practice. One of the few works that addresses the influence of values held by the profession, government entities, and communities on health promotion.

Gold, Robert S., and Kathleen R. Miner. 2002. 2000 Joint Committee on Health Education and Promotion Terminology. Journal of School Health 7.2: 3–7.

DOI: 10.1111/j.1746-1561.2002.tb06501.x

The Joint Committee convenes every decade to evaluate the current terminology in health education, which changes with the advancement of scholarship, technological developments, and professional practice. This citation is the seventh major health education terminology report issued during the past seventy years.

Griffiths, William. 1972. Health education definitions, problems, and philosophies. Health Education Monographs 31:12–14.

This health education pioneer defines health education as an “attempt to close the gap between what is known about optimum health practice and that which is actually practiced.” Later, as part of the views offered to President Richard M. Nixon’s First White House Conference on Health Education, Griffiths also asserted the health educator’s role in changing societal conditions that influence health.

Modeste, Naomi, Teri Tamayose, and Helen H. Marshak. 2004. Dictionary of public health promotion and education: Terms and concepts . 2d ed. San Francisco: Jossey-Bass.

Brief dictionary of the most common and more esoteric terms used in health promotion and education. Expands on concepts beyond a rote definition, which is useful to both students and practitioners.

Robertson, A., and Meredith Minkler. 1994. New health promotion movement: A critical examination. Health Education Quarterly 21:295–312.

Explores the various meanings of health education to date and identifies the characteristics of a new health promotion movement and implications for practice and research.

Schwartz, Randy, Robert Goodman, and Alan Steckler. 1995. Policy advocacy interventions for health promotion and education: Advancing the state of practice. Health Education Quarterly 22.4: 421–426.

This theme issue outlines the role of policy advocacy in achieving health education and health promotion objectives. Includes seminal articles on environmental and policy change for tobacco, cardiovascular disease, physical activity, and nutrition.

Taub, Alyson, John P. Allegrante, Margaret P. Barry, and Keiko Sakagami. 2009. Perspectives on terminology and conceptual and professional issues in health education and health promotion credentialing. Health Education & Behavior 36.3: 439–450.

DOI: 10.1177/1090198109333826

Explains how the terms health education and health promotion have been defined and used differently in the United States and other countries, and includes a succinct and useful table. Also addresses key international perspectives on professional competencies, standards, and accreditation.

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Health Education

(15 reviews)

College of the Canyons

Publisher: College of the Canyons

Language: English

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Reviewed by Uma Hingorani, Affiliate Professor, Metropolitan State University of Denver on 10/12/23

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly. read more

Comprehensiveness rating: 4 see less

There is a Table of Contents, but an index and glossary of terms would both be helpful to find information quickly.

Content Accuracy rating: 4

The information is well organized and accurate. Some updates are needed, such as reference to latest edition of The Diagnostic and Statistical Manual of Mental Disorders (DSM), including online tools to track menstrual cycle and Roe vs. Wade overturned stance on abortion in U.S., using more current CDC Fact sheets, including psychodelic mushrooms under drugs of abuse and impacet of legalization of marijuana on abuse potention, and including e-cigarettes, JUUL, and other modern cigarette types. Some minor typographical and spelling errors were noted ('spermacides').

Relevance/Longevity rating: 4

Updating sections to include modern aspects would be helpful.

Clarity rating: 5

The language is clear and conducive to an undergraduate level college audience.

Consistency rating: 5

The book flows well and uses consistent terminology throughout the chapters.

Modularity rating: 5

The text is divided into subsections, making it manageable to read and understand.

Organization/Structure/Flow rating: 4

The book is well organized and flows well.

Interface rating: 4

Use of more diagrams would be helpful. The diagrams and charts used emphasize the textbook reading.

Grammatical Errors rating: 4

Some minor typographical (bullets points not aligned in e-copy) and spelling errors were noted ('spermacides').

Cultural Relevance rating: 4

Culturally and racially sensitive.

This is a well-written, well-organized textbook which provides a good overview of health. Including the WHO definition of health and wellness would be beneficial as well as using more references to college-age students to engage this audience. In addition, updating sections to modern times would be helpful. Nonetheless, it is a straightforward and helpful textbook to use for a general health class elective.

Reviewed by Anna Smyth, Adjunct Faculty, Salt Lake Community College on 4/18/21

Health is a broad subject, and this book has done a nice job of categorizing and explaining some of the most important aspects. The book does not have a glossary or index but provides references at the end of each chapter for further exploration. read more

The data and information presented in the book appears to be accurate but some statistics are over 10 years old. Students would benefit from an updated edition. The information about sensitive topics such as violence in relationships, sexual health, etc. are handled skillfully without bias.

The text is written in a way that it would be relatively easy to update. Some of the topics, legal marriage for example, are changing due to legislation across the country, but the book speaks generally enough about these topics to capture this reality. The reader can pursue the references included at the end of each chapter to find more specific time-sensitive data around such topics.

Clarity rating: 4

The book is very clear in its use of language. This is a particularly appealing element if you have students whose native language isn't English. A moderate proficiency in English will make this book accessible--easy to read and understand. One missing piece of context noted: Section 5.6 seems to refer to a chart, ie "in the lower left corner" but no chart is included.

Consistency rating: 4

The text is consistent in the way the framework has been structured and the terminology is relatively consistent throughout, however there are some occasional verb tense inconsistencies, for example in Chapters 6 and 8 the voice alternates between speaking directly to the reader (you) and in third-person.

Modularity rating: 4

It would be as easy to pull a few excerpts from the book as assigned reading as it would be to review the entire text throughout a semester. There could be more of a contextual introduction to each chapter that may help provide a useful modular framework.

As the text is a presentation of a variety of interrelated topics rather than information that must be presented in a particular sequence for full and proper understanding, the organization seemed appropriate and sufficient. As Maslow's heirarchy is presented, there is an argument for using the order from that framework or the order of the six dimensions of health presented in Chapter 1, but the content therein, aside from Chapter 1, is not determined by the sequence so the current organization is sufficient.

I saw no significant interface issues, however the text could benefit from more illustrative images throughout to support learning and such images could help with minimizing any confusion as well as retention of the information presented. An example of such is Figures 14 and 15 on page 152 and Figure 4 in Chapter 9.

In my review, I noticed very few grammatical or spelling errors.

Cultural Relevance rating: 3

Some of the sections could be updated with more inclusive language, such as the section on fertility and conception. Language such as "pregnant people" rather than "pregnant women" or "birthing person" rather than "pregnant mother" is more inclusive of the transgender community. The text generally tends to reference nationwide statistics without detail or context regarding specific demographics. This could be a valuable addition as illustrated in Chapter 1 that health can be substantially influenced by things such as race and ethnicity, culturally sensitive healthcare, sexual identity and orientation, etc. which are topics included later in the text. Expounding upon some of these critical aspects of health and determinants of health would add value and represent a more comprehensive perspective of health in the US.

This book is a solid resource with lots of useful information to use in health-related course curricula.

Reviewed by Garvita Thareja, Assistant Professor, Metropolitan State University of Denver on 3/16/21, updated 4/22/21

It had covered most of the major topics in health and wellness. However, there are some foundational topics like dimensions or health (they touched these, but need more depth), theories for behavior change that should be added , being foundational in nature. Then again, some concepts are just added there and may not be needed at this level as it adds to confusion than contribution. We don't need that deeper biology part as its a health topic and not anatomy/physiology.

Content Accuracy rating: 5

Its very accurate book. I would re structure some aspects and add some examples at few places, but overall, its up the mark with accuracy.

Relevance/Longevity rating: 3

Content needs an update. For example if its a weight management, then we need to add information about various apps and calorie tracking resources. If its a drug and abuse, I would add an activity that really engages students about how taking shots can affect their cognition and possibly put them in DUI. This text has too much theoretical concepts but less of applied part or case studies.

The information is clear and use simple languages. Not big jargons or difficult terms.

Yes, its consistent with the topics and headings and sub headings. Its just too much information actually VS field work, examples and real applications.

yes, its divided into various parts and sub parts. Easy to navigate and clear layout. I would just add that piece where if we click on a sub topic from table of contents, it takes us to that page automatically instead of scrolling around.

Organization/Structure/Flow rating: 5

Yes, very clear and logical flow.

Interface rating: 5

Its easy to navigate. I would add a little more images as it gets monotonous reading it. WIth a topic like health, lot more colors and contrasts and images can be added.

Grammatical Errors rating: 5

I did not find one.

Cultural Relevance rating: 5

Not offensive. But I would actually add more of culture and diversity when it comes to health. Why are some cultures "Healthy"? or "why is disparity between genders with access to healthcare across the globe/developing nations"?

It is an interesting book. I liked reading it and refreshing some of the topics. I would just add some case studies and activities to make it more interactive instead of passive reading. May be we can have a supplemental lab with it? Its not a perfect book as it covers upper and lower division topics. But definitely, some components can be used as they are well written.

Reviewed by Sara Pappa, Assistant Professor, Marymount University on 2/24/21

The textbook is a comprehensive compilation of personal (individual) health topics, which are clearly defined and described. It would be appropriate for a Personal Health or Introduction to Health/Health Behavior course. It has a table of contents, but not an index or glossary. It does not highlight key terms. There is a reference list at the end of each chapter--this could be expanded to include helpful links. Chapters do not have introductions or summaries.

The content is accurate and relatively unbiased. It includes current public health topics such as the leading causes of death, social determinants of health and health disparities. I might suggest changing the name of Chapter 12 to Chronic Diseases.

Each chapter is made up of many sections, or short descriptions of the topics. This helps with the organization of the content. There are not a lot of case studies, examples, graphics or anecdotal information to enhance the learning process. The material is somewhat dry the way it is presented (not very engaging).

The textbook is written in clear language and at an appropriate reading level for college students.

The chapters are organized in a consistent manner.

The textbook could easily be broken down into smaller units or sections as well as followed in a different order as indicated by a course or instructor. The short sections, as well as the chapter and section/sub-section numbering systems, make it easy to follow.

The textbook is organized in a clear manner, with chapter and section titles that make it easy to follow.

The textbook is easy to read and navigate.

The textbook is well written with few grammatical errors.

The textbook does include some references to culturally competent content. It would be improved with the addition of specific examples, including data and research, about cultural differences and how these affect health.

Reviewed by Sarah Maness, Assistant Professor, Public Health, College of Charleston on 1/27/21

Covers a wide variety of health promotion topics, primarily at the individual level. Lacks a section on social relationships and health. Only covers romantic relationships and in ways that are culturally dated (section on Married and Non-Marrieds). read more

Comprehensiveness rating: 3 see less

Content Accuracy rating: 1

I would not feel comfortable using this text in my class based on issues with accuracy. Section 1.7 about Determinants of Health mentions Healthy People 2020 however does not describe the Healthy People Social Determinants of Health Framework when talking about Social Determinants of Health and includes different factors. Citations are very dated, 2008 or earlier when this edition came out in 2018. Healthy People 2030 is now out so next version should update to that as well. Bias encountered in the chapter about relationships and communication. Only covers romantic relationships and is written with from a heteronomative perspective that also centers marriage and is stigmatizing to those who are not married. ("Marriage is very popular..because it does offer many rewards that unmarried people don't enjoy." "There are known benefits to being married an in a long-term relationship rather than being single, divorced or cohabiting). Also refers to attempts to legalize same sex marriage in this chapter, which has been legal for years now. References are not formatted in AMA or APA style which is standard for the field. Wikipedia is used as a reference in Chapter 2. Chapter 6 discusses "options" for unplanned pregnancy (including taking care of yourself, talking to a counselor, quitting smoking) and does not mention abortion as an option. HPV vaccination recommendations need to be updated.

Relevance/Longevity rating: 2

All topics are relevant but the supporting statistics are outdated by more than a decade in many places. Years are not included in many statistics, nor in the citation at the end of the chapter.

Clarity rating: 3

The sections read as rather disjointed. Chapters could be more aligned and have improved flow for the reader to understand how concepts are related. For example, going right into theoretical models of behavior change in Chapter 1 is early and advanced for an introductory text.

Consistency rating: 2

In the Introduction it states the book is about health, health education, and health promotion. Since health promotion is broader than health education, and fits the topics of the book, it is not clear why this is not the title instead. This book could be useful for an introduction to health promotion class but instructors may overlook it because of the name. Some chapters contain no in text citations despite stating facts, while others contain many. Reference lists and in text citations are formatted differently in different chapters.

Almost too modular, not clear how some sections relate and there is not a lot of detail in many subsections.

Organization/Structure/Flow rating: 3

The sections within each chapter often seem disjointed and do not include enough detail in each section.

Interface rating: 3

In many chapters, only weblinks are provided as citations. If the link is broken, there is no title, author, journal or year for reference. Figures included without citations (ex: Social Readjustment Rating Scale).

Grammatical Errors rating: 3

Did not notice overt grammatical errors.

Includes examples and text of people of multiple races and ethnicities. Is not inclusive based on sexual orientation and in terms of the way it discusses marriage and relationships.

The cover does not appropriately capture what the book includes. It could be more representative of health than just a sports field/physical activity. Health is multi-dimensional and includes in addition to physical - mental, emotional, spiritual, occupational aspects, which the book acknowledges in the text. Hair and clothing style of people on cover also look outdated.

Reviewed by Corrie Whitmore, Assistant Professor, University of Alaska Anchorage on 11/11/20, updated 1/10/21

Comprehensiveness rating: 5 see less

This book was developed for a Health 100 class. It covers a wide variety of personally relevant health topics, with segments defining health, discussing "your bodies response to stress," describing threats to environmental health, and offering a guide to "understanding your health care choices," which includes both nationally relevant and California-specific information. The index is detailed and specific. There is no glossary.

This textbook would be appropriate for a lower division personal health course. Some components would be useful in an introductory public health course, such as the "Introduction to Health," "Infectious Diseases and Sexually Transmitted Infections," and "Health Care Choices" secgments.

The text is not appropriate for a "Fundamentals of Health Education" or "Health Promotion" course aimed at future Health Educators.

Book provides accurate information with clear references to unbiased sources (such as the CDC for rates of diseases).

Content is releveant and timely.

The book is appropriately accessible for lower division students, with clear definitions of relevant vocabulary.

Good internal consistency.

The segmentation of the book into 14 topical sections, each with subsections, makes it easy to assign appropriate chunks of reading and/or draw pieces from this text for use in other courses, such as an introductory public health course.

Well-organized.

Easy to navigate.

Easy to read.

Good discussion of health disparities, acknowledges cultural components in health. Is not insensitive or offensive.

Reviewed by Audrey McCrary-Quarles, Associate Professor, South Carolina State University on 8/17/20

The Health Education book covered all the components usually found in other basic health books. It can be utilized as an Open Textbook for students taking the introduction to health or the basic health course, such as HED 151 - Personal and... read more

The author could use a picture that exhibits diversity on the cover.

Some of the data is just a little outdated but can be updated very easily with an article or current chart.

Clarity is okay.

Consistency is good!

Should be an easy read for students.

Organization and flow are great!

Text can use some more pictures and charts, especially in Chapter 1.

Did not notice any grammar errors in scanning over the book.

The cover should be a picture that depicts diversity as well as showing more diversity throughout the book.

Overall, the book serves its purpose. It is good!

Reviewed by Vanessa Newman, Adjunct Faculty, Rogue Community College on 7/22/20

The textbook successfully covers a wide array of health education topics. The chapters on "Relationships & Love" and "Health Care Choices" were excellent additions to what you find in many health books. Overall, I would have liked to have seen more case studies, illustrations, examples, and quick quizzes to reinforce the content presented and to reach students with different learning styles. Many of the sub-topics could be even more robust with the addition of information on auto-immune disorders for example or a section on health education professionals like personal trainers and health coaches or information on what to do if you suspect a food-borne illness and how to access help.

The contributors have done a great job of presenting accurate information but it is now outdated in many sections and chapters which is what happens in textbooks generally. The language and presentation of material appears unbiased. The addition of more graphics and examples that cross demographics, cultures, and races would be a welcome addition. I found no factual errors but did question the notion that gluten-free diets can assist with anemia and wondered if research about the resilience gene in children might be referenced.

The research presented is all 2015 or before with an emphasis on 2008 information. Sections about marijuana and cannabis, infertility, social disorder, and smoking need refreshing. It would be helpful to have information about genetic testing (23 and me and Live Wello) added, functional fitness addressed, and infectious disease content brought up to date. So much has happened affecting people's health has transpired since 2015 that it is time for updating. Also, more information in sections like how baby birth weight can predict chronic disease development and mindfulness as a practice for improved quality of life.

Content is presented in clear, concise and appropriate language. Every once in a while there is a sentence structure issue or a word ordering that is clarified by a re-read. There is not an emphasis on jargon or overuse of idioms in my opinion. All terminology was defined or given reference as to where to locate additional information. Again the use of diagrams, illustrations, more examples would also improve clarity and accessibility for some. I did not recall seeing information on how many calories are in a gram of protein, carbohydrate and fat presented. And relevance affects clarity. For example, including language about portal of entry and exit in the infectious disease section.

Having a quick quiz at the end of every chapter would have added consistency. Also standardized formatting for charts and graphics would improve the textbook overall as well. The chapters, sections and headings all appear consistently presented. There was nothing presented that was jarring or appeared out of context. References looked similar and were all summarized at the end of each chapter.

Modularity was this textbook's strength. Large chunks of information were broken down into manageable sections and sub-sections and the white space was appreciated. Because of this, the information did not seem overwhelming or "too much too fast." Students can take breaks and not lose track of where they were or forget critical information. Again, more examples, quizzes or case studies could also improve modularity and add an interest factor. The table of contents was thorough.

Time was taken to decide which chapters and topics should be presented in which order. The flow was organic, natural and later sections built on previous information. The structure of the textbook made sense and usually my questions about a topic or subject were answered within the same page. I had no complaints about organization and could find sections easily based on the table of contents.

No interface issues for me, but I was reading on a personal computer and perhaps on a tablet or phone there would be.

The paragraph spacing was not what I would have chosen. There were some inconsistencies. There are contractions like isn't which I prefer not to see in textbooks because it is too casual a style for me. Many instances of punctuation coming after quotations, but this may have been a style choice. The font seemed appropriate but more bolding or color would keep the reader's attention. There are spelling errors on the food chart on p. 236. Some issues with singular vs. plural. For example on P. 64 "nightmares" needs to be plural. A few places where punctuation is missing.

The text is not culturally insensitive, but without additional examples, graphics, and diverse charts it becomes a bit bland. The reference to a handgun on p. 56 was uncomfortable for me. Under weight management, there could be more information presented on how different cultures appreciate varying body types and have different food rituals and discussion on how not to "fat shame" others. Some examples of cultural influences could be presented in the infectious disease section like how practices for burying the dead can lead to disease and how food preparation affects disease management.

I thought it was comprehensive and well organized. If it were not for relevance issues, I would choose to use this book in our general health class.

Reviewed by Robert West, EMS Program Director, North Shore Community College on 6/7/20

Health education is an enormous subject area but this text does an excellent job covering the most important topics. The comprehensive nature of it topic coverage does come at the cost of not being comprehensive within any single topic- this book... read more

Topics within Health Education are inherently subject to bias- religious, cultural and generational perspectives often influence the scientific and open-minded exploration of issues in topics like sexuality, nutrition, and relationships. This book clearly strives to support perspectives with research and did not shy away from topics like abortion and gender roles.

The greatest weakness of this text is that it often feels outdated. Health information is dynamic and no text can always be current, but there are sections that are clearly too old to be considered useful unto themselves. Examples: The narcotic abuse epidemic is absent. This is a major issue in substance abuse and the text primarily looks at heroin abuse without examining the larger issue of prescription narcotic gateways to abuse, or even other narcotics of abuse. The use of PrEP for reducing HIV transmission has been available since 2012 but is not mentioned. The section covering sexual orientation and gender identity cites the 1993 Janus Report for its source of statistics. There is no publication date listed in the text- the latest citation that I noticed was 2015 but most come well before 2010, making the text a decade old in a field that changes rapidly.

The text is well-written and easy to comprehend.

Consistency rating: 3

The Acknowledgements page at the front of the book states that it was "compiled by..." and this speaks to the way the text appears. There is no consistency is the writing of the book. Some chapters are broken down into Sections, brief (often only a paragraph long) collections of sentences that seem to address a behavioral objective that we do not see. Other chapters are written like a standard text and then some appear in a question-and-answer format. None of these are inherently problematic, but the changing style may trouble some readers.

Chapters and chapter sections are clearly delineated.

Chapters are well organized- there is no logical order into which one must teach the various issues of health. The readings of this text could easily be sequenced as desired by the instructor.

The interface is clean and simple. There are few images/illustrations- they would be a welcome addition.

The text is well-written and contains no grammatical/spelling errors that I noticed.

Overall the text seems fair and cites studies to provide evidence of its claims, though some sections simply feel less than open-minded. In the discussion of marriage vs. cohabitation (does anyone use that word anymore?), the text lists advantages of being married that include less likely to commit crimes and less addiction. Statistically, perhaps, but is there a causal relationship? A single paragraph addressing "spiritual health" states: The spiritual dimension plays a great role in motivating people’s achievement in all aspects of life. Some people, yes, but it's not a global truth. Race is never addressed as a topic within the text, though it is commonly listed when a risk factor of disease, health care disparity, etc.

If updated, this would be a superb book. As it stands, it provides an excellent framework for a college course in General Health from which the instructor, or students, could be directed to contemporary writings on these issues. An instructor could readily assign chapter readings and then short research projects that would that could be shared with the class as a whole to assure present day relevance.

Reviewed by Kathy Garganta, Adjunct Professor, Bristol Community College on 5/26/20

The textbook covers a variety of topics in a choppy sequence jumping from three chapters on sexuality and sexual health to substance abuse then onto nutrition. The book was limited in depth and many areas needed additional explanation. There are many lists that did not have the background explanations to support the lists. Several areas were lacking details and were not at college level.

Content Accuracy rating: 3

The text was generally accurate, but lacked backup documentations. Several phrases or statements appeared subjective without the supportive documentation that could lead to misinterpretation. For example, page 107, Section 6.6, Sexual Frequency is covered in one paragraph. In it a statement, “although satisfaction is lower in women,” is delivered with no backup explanation. On page 149, section 7.11, Sexually Transmitted Infections begins with a list of twenty different infections without clarity of an opening explanation.

Relevance/Longevity rating: 5

The textbook was written in 2018 and is still current today. Because of the changing nature of health, it will need updating.

The text was basic and often used lists without additional explanations. Many sections were too brief leaving the reader confused. Page 210 contained an example of a diet list. The list for 4 healthy diet approaches was followed by confusing numbering.

The structural set up of headings and subheadings were consistent, but occasionally spacing was off.

The use of headings and subheadings were helpful. The table of contents clear and easy to follow. Often the sub headings were very short and needed additional information to validate their statements. As an OER text, sections could be assigned as resources to courses outside of health.

The topics were arranged with an unusual flow. Having three chapters on sexuality before nutrition changed the flow and weight of importance.

The text is free of significant interface issues. The chapter headings in the table of contents allows for easy navigation. The use of charts, color displays, photos would have assisted in explaining the topics. The chapter’s would benefit with a more engaging approach. Introspective questions or activities would help to relate material to students lives.

The text contains no significant grammatical errors. However, spacing and formatting needed consistency. For example, on page 86, five definitions all begin with the same exact phrase, throwing off the reader’s flow. On pages 285-86 the formatting/spacing is off.

The text should make greater use of photos/drawings that are reflective of a variety of gender, races, and backgrounds.

Grateful to the author for contributing to OER resources.

Reviewed by Sonia Tinsley, Assistant Professor/Division Chair, Allied Health, Louisiana College on 4/28/20

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief. read more

Covers a variety of health topics that are typical to a personal and community health course. However, the information is very brief.

Content is accurate. However, some chapters tend to be limited with reference information.

Some chapters include a limited number of statistics and references but could be updated.

Information is basic and easy to follow.

Terminology used is consistent throughout the text.

The information can be divided into modules to use throughout the course.

Topics are organized and easy to follow.

There were not any features in the text that seemed to be distracting or confusing.

There were no glaring grammatical errors.

The text was very basic and seemed to be written for a variety of races, ethnicities, and backgrounds.

Would have been helpful to have more self-appraisals for readers to complete and make information personable.

Reviewed by Jeannie Mayjor, Part-time faculty in the Health and Human Performance Dept., Linn-Benton Community College on 1/15/20

I think this book does a great job of making the material presented easy to understand. Many similar textbooks are more advanced due to more challenging word/term choices, but this book would work well for anyone taking an intro level class in... read more

The book doesn't cover any of the topics in an in-depth manner. Since it's an intro-level textbook, there aren't many complicated ideas to present where accuracy could be a problem. I think some areas, like nutrition, are missing more up to date info, but that could be remedied by incorporating more recent articles and info from various health journals.

Since this text provides an easy to understand overview of health, it would be easy to update. There are no cutting edge or controversial views expressed in the book, so it does have longevity, but again, there will be a need to present more up to date info to supplement the general understanding that the students will have after reading this text. I like the section on sexual health/identity/orientation in the Sexuality chapter. One more chapter that I appreciate is the chapter on psychology: the most common mental health disorders that college-aged students encounter is important and the section on resilience in both the psychology chapter and the stress management chapter are greatly needed.

The book is very clear and understandable. After having taught a health class every term for the past twenty years, I think the way this book is written would appeal to most students.

I did not catch any inconsistencies in this text. Topics discussed in early chapters might come up in later chapters at times, but the info presented the second time around is consistent with earlier explanations of ideas and terms.

Larger type on chapter headings would help improve the ability to divide the book into smaller reading sections, it's easy to miss the start of a new chapter when scrolling through the text. Once you are in a chapter, the subheadings are helpful in dividing the chapter into smaller reading sections. I wish the chapter on cardiovascular diseases (coronary heart disease and stroke) was limited to those two diseases, without including a section on cancer. I think the topic of cancer deserves its own chapter.

The text is well organized and chapters flow into each other in logical ways. There are enough chapters to spread this out over a ten or 15 week term/semester. The chapters are short enough that you could easily assign one and a half chapters or two chapters for one week's worth of classes.

I would have liked to see more photos, although there are plenty of graphs, and I enjoyed the interactive quiz called The Big 5 Personality Test, I would have liked to see more. Some of the links listed in resources are no longer working, and one link in the Fitness chapter is not working, (Adding Physical Activity to Your Life) and I had been looking forward to exploring the topic in more depth. The MyPlate.gov website has been significantly changed, around the time that this book was published, so some of the links to that site no longer work.

I usually notice grammatical and spelling errors, as well as missing words, but I did not encounter anything obviously wrong in my reading.

The text could use more cultural references. I would have liked to see more acknowledgement of cultural differences and references to the health of people from other cultures, especially as it relates to changes they may encounter once a person from another country moves here.

Great overview of the various topics covered in a 100 or 200 level college health class. I will use sections of this book to help simplify some of the topics that my students find challenging, for instance, the fitness and heart health chapters/sections. Due to the inclusion of many of the mental health disorders that our students encounter, I will fit in some of the sections in the psychology chapter. I look forward to implementing some of the material in this text into my health classes.

Reviewed by Jessica Coughlin, Assistant Professor , Eastern Oregon University on 1/6/20

This textbook includes very similar topics to most of the college level health education books that are available today. While the book includes many of the main points related to each topic, it does not go into too much depth. However, this limitation can be solved by supplementing the book with scholarly articles. Based on the number of chapters and the amount of information, I think this book would be beneficial for a 10 week or 16 week term.

The book cites quality sources, however it would be helpful to include in-text citations since the references are only at the end of the chapters and it is difficult to know where the information is coming from. This is especially important for time sensitive information such as statistics. Also, some information seems to be directly from the sources, but it is not cited.

The information is mostly up to date, however as stated before, including in-text citations would help readers have a better idea of the relevance of the material. Also, there are limited references for each chapter.

The material is delivered in a clear and concise way. Adequate context is provided for terms and concepts.

The format of the text-book is consistent as is the type of delivery for the information.

The text includes a good amount of headings and sub-headings, which makes it easy to break the information down into smaller reading sections.

The book has a good flow to it. Each section within the chapters is well-organized and provides a logical progression.

The book is free of any significant interface issues, however there are some small issues such as spacing and formatting errors. Additionally, some small changes such as larger title pages for each chapter would be helpful as well as more graphics and pictures.

I did not notice a significant number of grammatical errors.

The text is not culturally insensitive or offensive. Like most textbooks, it could provide more examples that navigate the relationship between health and different backgrounds.

I would use this textbook, along with other supplemental materials for my course. It reviews the main topics I currently cover in my course and has less limitations than many overly-priced books.

Reviewed by Kathleen Smyth, Professor of Kinesiology and Health, College of Marin on 4/17/19

This textbook covers the myriad of required topics for an Introductory Health Course. The table of contents includes all of the topics I cover in my classes. No textbook is perfect and this book is no different but one should not rely on textbooks... read more

One of the greatest challenges in teaching health is to be unbiased given so many factors affect our health like politics, economics, zip code etc. The textbook does a fine job of explaining the role of government. For example: generic drugs and the abortion debate. Any areas in question can be used by the instructor to create a discussion with the students for better/different alternatives or ideas.

Health is very dynamic so the textbook will need to be updated on a regular basis.

This is an easy to read text. The majority of college students will have no issues with the terminology.

For a textbook that is not professionally published I found the terminology and framework sufficient for my needs. Anything missing can easily be added by the instructor and used as a discussion or research assignment for the students.

Maybe the best feature of the text is the modularity. Each section of the table of contents is hyperlinked so one could easily pick and choose the topics assigned to the students.

The organization follows the same logical fashion as all of the top rated professionally published Health Education textbooks.

There are a couple formatting issues but nothing that affects clarity in my opinion. I think because this is free I have lower expectations vs a professionally published textbook and I am ok with this.

I did not notice any obvious grammatical errors.

The text is not culturally insensitive or offensive but it could include in-depth analysis of health status in relation to one's race, culture and zip code. As I mentioned previously this is a topic that can easily be supplemented by the professor.

This free textbook meets all the requirements for an introductory health course. It leaves room for me to do my job to engage my students in more detail by discussing controversial topics while giving them the opportunity to be critical thinkers. I appreciate all of your efforts on this project.

Reviewed by Amanda Blaisdell, Assistant Professor, Longwood University on 4/11/19

It gives a lot of information, but it isn't very "in-depth." Admittedly, it would be a challenge to be very in-depth with one book that covers so many topics. This book certainly lacks sufficient images/pictures. The amount of information varies by topic. For some reason, some topics (that don't seem as important in relation to other priority issues) have much more text and information, while other topics lack in comprehensive quality to a large extent. Types of intimate partner violence is incredibly insufficient. There are LOTS of ways that people are abusive, those 5 bullets are not enough. There are lots of incomplete sections. It seems like most sub-topics are hand-selected.

There are biases in the information. For example, mental health is described with an emphasis on college-aged students. Why? Mental health issues affect everyone. This makes it seem like a college student problem. Another example, on page. 57 a strategy to cope with stress is to "give in once in a while." What are we promoting here? I have taught health education and stress management for years. There is a better way to phrase the point they are getting to.

It seems like it is up-to-date as of right now, but health facts are only good for five years.

Sometimes more jargon is necessary. Too much relying on cultural metaphor.

Not all facts have footnotes so that the reader can find the source of the information. Why do some have a reference footnote but other facts do not? How can we dig deeper and fact-check? The reference sections are hyperlinks, which come and go. Why are the references lacking any actual APA, MLA, or other format? APA would be appropriate. Students emulate what they find in textbooks. Some seem to be in some formal form, but others are not and the formatting is not correct.

Yes, very much so.

Some topics fit in multiple categories, so there should be some in-document link to information.

Some sections have a space between paragraphs... some do not.. it is not consistent or visually appealing (Example, p. 23). Figure 1 on page 51 seems to have highlighting and blurriness on the image. Look on p. 122, what is that symbol before the "Copper IUD"? WHy does it say it twice? Is there a heading that wasn't bold? What is going on?

I don't know if you call this "grammar" per-se, but formatting is not consistent. For example, on p. 55 there is no consistency in capitalization of first words in bullet points. That just seems sloppy and unprofessional.

Don't refer to sexual arousal as being "turned on," as that is a cultural metaphor. Some language needs to be technical because this book is supposed to provide information. There is lots of evidence of attempts at cultural competence, but it doesn't provide enough of that. There are lots of lifestyles that are OK even if they don't fit our Western model.

To be honest, it seems like portions of this book are plagiarized. Is this a rough draft?

Chapter 1: Introduction to Health
Chapter 2: Psychological Health
Chapter 3: Stress Management
Chapter 4: Relationships and Communication
Chapter 5: Gender and Sexuality
Chapter 6: Sexual Health
Chapter 7: Infectious diseases and Sexually Transmitted Infections (STI's)
Chapter 8: Substance Use and Abuse
Chapter 9: Basic Nutrition and Healthy Eating
Chapter 10: Weight Management
Chapter 11: Physical Fitness
Chapter 12: Cardiovascular Disease, Diabetes, and Cancer
Chapter 13: Environmental Health
Chapter 14: Health Care Choices

Ancillary Material

About the book.

Readers will learn about the nature of health, health education, health promotion and related concepts. This will help to understand the social, psychological and physical components of health.

About the Contributors

Contribute to this page.

What you need to know about education for health and well-being

Why focus on education for health and well-being.

Children and young people who receive a good quality education are more likely to be healthy, and likewise those who are healthy are better able to learn.

Globally, learners face a range of challenges that stand in the way of their education, their schooling and their futures. A few of these are related to their health and well-being. Estimates show that some 246 million learners experience violence in and around school every year and 73 million children live in extreme poverty, food insecurity and hunger. Pregnancy related complications are the leading cause of death among girls aged 15-19, and the COVID-19 pandemic has vividly highlighted the unmet needs of learners and their mental health.

UNESCO works to promote the physical and mental health and well-being of learners. By reducing health-related barriers to learning, such as gender inequality, HIV and other sexually transmitted infections (STIs), early and unintended pregnancy, violence and discrimination, and malnutrition, UNESCO, governments and school systems can pose serious threats to the well-being of learners, and to the completion of all learners’ education.

Why is health and well-being key for learners?

The link between education to health and well-being is clear. Education develops the skills, values and attitudes that enable learners to lead healthy and fulfilled lives, make informed decisions, and engage in positive relationships with everyone around them. Poor health can have a detrimental effect on school attendance and academic performance. Health-promoting schools that are safe and inclusive for all children and young people are essential for learning.

Statistics show that higher levels of education among mothers improve children’s nutrition and vaccination rates, while reducing preventable child deaths, maternal mortality and HIV infections. Maternal deaths would be reduced by two thirds, saving 98,000 lives, if all girls completed primary education. There would be two‑thirds fewer child marriages, and an increase in modern contraceptive use, if all girls completed secondary education.

At UNESCO, education for health and well-being refers to resilient, health-promoting education systems that integrate school health and well-being as a fundamental part of their daily mission. Only then will our learners be prepared to thrive, to learn and to build healthy, peaceful and sustainable futures for all.

The relevance and contributions of education for health and well-being to the advancement of human rights, sustainable development & peace: thematic paper , UNESCO, 2022

How is UNESCO advancing learners’ health and well-being for school and life?

UNESCO has a long-standing commitment to improve health and education outcomes for learners. Guided by the UNESCO Strategy on Education for Health and Well-Being, UNESCO envisions a world where learners thrive and works across three priority areas to ensure all learners are empowered through:

school systems that promote their physical and mental health and well-being
quality, gender-transformative comprehensive sexuality education that includes HIV, life skills, family and rights
safe and inclusive learning environments free from all forms of violence, bullying, stigma and discrimination

Through its unique expertise, wide network and a range of strategic partnerships, UNESCO supports tailored interventions in formal educational settings at regional and country levels, with a focus on adolescents. Key areas of actions include: technical guidance at global levels, and targeted and holistic action at national levels such as the Our Rights, Our Lives, Our Future (O3) programme; joint efforts through the Global Partnership Forum for comprehensive sexuality education and the School-related gender-based violence working group ; guidance on school health and nutrition; advocacy around the International Day against violence and bullying at school ; capacity-building and knowledge generation such as the Health and education resource centre .

UNESCO aims to make health education appropriate and relevant for different age groups including young learners and adolescents, thus working closely with young people and youth networks. It identifies adolescence (ages 10-19) as ‘a critical window of opportunity to invest in education, skills and competencies; with benefits for well-being now, into future adult life, and for the next generation’ and a time when schools should impart healthy habits that will empower adolescents to become healthy citizens. Young People Today is an initiative aiming to improve the health and well-being of young people in the Eastern and Southern Africa region.

Why is comprehensive sexuality education key for learners’ health and well-being?

Comprehensive sexuality education (CSE) is widely recognised as a key intervention to advance gender equality, healthy relationships and sexual and reproductive health, all of which have been shown to positively improve education and health outcomes.

At UNESCO, CSE is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It offers life-saving knowledge and develops the values, skills and behaviours young people need to make informed choices for their health and well-being while promoting respect for human rights, gender equality and diversity. CSE empowers learners to realize their health, well-being and dignity, develop respectful relationships and understand their sexual and health rights throughout their lives. Effective CSE is delivered in an age-appropriate manner.

Without correct knowledge on sexual and reproductive health, learners face risks directly impacting their education and future. For example, early and unintended pregnancy increases the risk of absenteeism, poor academic attainment and early drop-out from school for girls, while also having educational implications for young fathers.

Through its O3 flagship programme, UNESCO contributes to the health and well-being of young people in Africa with a view to reducing new HIV infections, early and unintended pregnancy, gender-based violence, and child and early marriage. The O3 programme has benefitted over 28 million learners so far and has introduced ‘O3Plus’, focusing on actions in favour of young people in tertiary education.

UNESCO’s Foundation for Life and Love campaign (#CSEandMe) aims to highlight the benefits of good quality CSE for all young people. Because CSE is about relationships, gender, puberty, consent, and sexual and reproductive health, for all young people.

Why is UNESCO building back healthy and resilient schools?

As the education of 1.6 billion learners came to a halt as a result of the unprecedented COVID-19 global health pandemic, the world became witness to the crucial importance of schools as lifelines for learners’ health and well-being. Schools are a social safety net providing essential health education and services including meals, identifying signs of mistreatment or violence, establishing links to health services, fostering social connections and promoting physical activity. And without this safety net, millions of learners were at risk.

For example, early and forced marriage and unintended adolescent pregnancy rose during the pandemic and lockdown periods. This resulted in more dropouts from school, leaving learners and girls in particular out of school. The pandemic vividly illustrated the interlinkages between education and health, and the urgent need to work across sectors to advance the interests of future generations, building back resilient education systems to prevent, prepare for and respond to health crises. It also highlighted learners’ unmet need for support around their mental health.

Learner mental health and well-being is an integral part of UNESCO’s work on health education and the promotion of safe and inclusive learning environments. UNESCO joined with UNICEF and the WHO to launch a Technical Advisory Group of experts to advise educational institutions on ensuring schools respond appropriately to crises like the COVID-19 pandemic.

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Health Education

School-based health education helps adolescents acquire functional health knowledge, strengthen attitudes and beliefs, and practice skills needed to adopt and maintain healthy behaviors throughout their lives.

Classroom image with a teacher and students

Schools can play a critical role in reducing adolescent health risks through the delivery of effective health education. 1-3

The specific content and skills addressed in health education, including sexual health and other related topic areas (e.g., violence prevention, mental and emotional health, food and nutrition), are commonly organized into a course of study or program and often summarized in a curriculum framework.

Health education curriculum should include:

A set of intended learning outcomes or objectives that directly relate to students’ acquisition of health-related knowledge, attitudes, and skills.

A planned progression of developmentally appropriate lessons or learning experiences that lead to achieving health objectives.

Continuity between lessons or learning experiences that clearly reinforce the adoption and maintenance of specific health-enhancing behaviors.

Content or materials that correspond with the sequence of learning events and help teachers and students meet the learning objectives.

Assessment strategies to determine if students have achieved the desired learning.

Health education is effective at addressing adolescent behaviors

Youth behaviors and experiences set the stage for adult health. 1-3 In particular, health behaviors and experiences related to early sexual initiation, violence, and substance use are consistently linked to poor grades and test scores and lower educational attainment. 4-7 In turn, providing health education as early as possible can help youth to develop positive well-being, academic success, and healthy outcomes into adulthood.

Health education tends to be more effective when it is taught by qualified teachers, connects students to health services, engages parents and community partners, and fosters positive relationships between adolescents and adults who are important to them.

Research suggests that well-designed and well-implemented school health programs can influence multiple health outcomes, including reducing sexual risk behaviors related to HIV, sexually transmitted diseases (STDs) and unintended pregnancy, decreasing substance and tobacco use, and improving academic performance. 8-10

Schools can promote safe and supportive environments by improving students’ connections to schools and increasing the support they receive from parents.

See CDC’s Characteristics of an Effective Health Education Curriculum to learn more about research on effective curricula in school health education.

Standards for Health Education

Health education standards are designed to establish, promote, and support health-enhancing behaviors for students in all grade levels. 11 These learning standards have been updated or are currently being revised by multiple professional organizations in school health. Versions of these standards are available here and here .

Sexual health is a critical component of health education

School-based sexual health education provides youth with the knowledge and skills they need to protect their health and become successful learners. Increasing the number of schools that provide health education on key health risks facing youth, including HIV, STDs and unintended pregnancy, is a critical health objective for improving our nation’s health. 12

National Sex Education Standards

A female student talking with a school counselor

The National Sex Education Standards outline foundational knowledge and skills students need to navigate sexual development and grow into sexually healthy adults. The standards are designed to help schools focus on what is most essential for students to learn by the end of a grade level or grade span and can be used to create lessons and curricula with aligned learning objectives. 13

Learn more about CDC's program guidance for school-based HIV/STD prevention.

Access CDC resources to support health education teaching and learning.

Develop, revise, and evaluate health education curriclua using CDC's Health Education Curriculum Analysis Tool (HECAT).

Eisen M, Pallitto C, Bradner C, Bolshun N. Teen Risk-Taking: Promising Prevention Programs and Approaches . Washington, DC: Urban Institute; 2000.
Lohrmann DK, Wooley SF. Comprehensive School Health Education. In: Marx E, Wooley S, Northrop D, editors. Health Is Academic: A Guide to Coordinated School Health Programs. New York: Teachers College Press; 1998:43–45.
Nation M, Crusto C, Wandersman A, Kumpfer KL, Seybolt D, Morrissey-Kane, E, Davino K. What works: principles of effective prevention programs . American Psychologist 2003;58(6/7):449–456.
Centers for Disease Control and Prevention. School Health Profiles 2018: Characteristics of Health Programs Among Secondary Schools . Atlanta: Centers for Disease Control and Prevention; 2019.
Rasberry CN, Tiu GF, Kann L, et al. Health-Related Behaviors and Academic Achievement Among High School Students— United States, 2015 . MMWR Morb Mortal Wkly Rep 2017 ;66:921–927
Basch CE. Healthier students are better learners: high-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap . J Sch Health . 2011 Oct;81(10):650-62.
Murray NG, Low BJ, Hollis C, Cross AW, Davis SM. Coordinated school health programs and academic achievement: A systematic review of the literature . J Sch Health 2007;77:589-600.
Kirby D, Coyle K, Alton F, Rolleri L, Robin L. Reducing Adolescent Sexual Risk: A Theoretical Guide for Developing and Adapting Curriculum-Based Programs . Scotts Valley, CA: ETR Associates; 2011.
U.S. Department of Health and Human Services. Preventing Tobacco Use Among Young People–An Update: A Report of the Surgeon General . Atlanta (GA): U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2011: 6-22–6-45.
Centers for Disease Control and Prevention. Youth Risk Behavior Survey: Data Summary & Trends Report: 2009-2019 . Atlanta: Centers for Disease Control and Prevention; 2020.
Centers for Disease Control and Prevention. Health Education Curriculum Analysis Tool , 2021, Atlanta, GA: CDC; 2021.
United States Department of Health and Human Services. HP 2020 Topics and Objectives: Early and Middle Childhood . Healthy People website. Accessed February 2021.
Future of Sex Education Initiative. (2020). National Sexuality Education Standards: Core Content and Skills, K-12 .

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Encyclopedia of Teacher Education pp 1–6 Cite as

Health Education, What Does It Mean?

Kristy Howells 2
Living reference work entry
First Online: 01 January 2021

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Health education ; Mental well-being ; Physical well-being

Introduction

From the start of the academic year (2020), a new statutory curriculum in England for both primary and secondary education will be introduced that focuses on Relationships Education, Relationships and Sex Education (RSE) and Health Education (DfE 2019 ). But what is health education? This entry focuses on the key areas of health education, physical and mental well-being, and how pupils should be making good decisions about their own health and well-being. It examines and critiques how physical health and mental well-being are interlinked and questions “what is well-being?” As well as examining the notion of “what is a good decision?” it will offer suggestions of where health education can fit within the already congested primary curriculum, and interdisciplinary and transdiscplinary links that could be made to ensure opportunities to be physically confident are provided for children to help support their...

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All Party Parliamentary Group on Fit and Healthy Childhood. (2020a). Emerging dietary patterns: Impact on child health . London: APPG.

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All Party Parliamentary Group on Fit and Healthy Childhood. (2020b). Healthy families: The present and future role of the supermarket . London: APPG.

Bailey, R., Howells, K., & Glibo, I. (2018). Physical activity and mental health of school-aged children and adolescents: A rapid review. International Journal of Physical Education . LV (1) 1st Quarter. pp. 1–14

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Kristy Howells

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Howells, K. (2021). Health Education, What Does It Mean?. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_418-1

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1.2: Defining Nutrition, Health, and Disease

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Learning Objective

Explain the terms nutrition, health, health promotion, and disease prevention.

You and I are bombarded with images and messages about food everywhere we go. We see super models eating giant burgers, chefs battling to prepare meals, and the top places to burst your belly from consuming atomic chicken wings and deli sandwiches longer than a foot. There are also shows that feature bizarre foods from cultures around the world. How do you use the information from popular network food shows to build a nutritious meal? You don’t—these shows are for entertainment. The construction of a nutritious meal requires learning about which foods are healthy and which foods are not-so-health, how foods and nutrients function in your body, and how to use scientific resources to make healthful choices for you and those you care about. This text is designed to provide you with the information necessary to make sound nutritional choices that will optimize health and help prevent disease.

How do you fill your plate?

The word nutrition first appeared in 1551 and comes from the Latin word nutrire , meaning “to nourish.” Today, we define Nutritional science is the investigation of how an organism is nourished, and incorporates the study of how nourishment affects personal health, population health, and planetary health. Nutritional science covers a wide spectrum of disciplines. As a result, nutritional scientists can specialize in particular aspects of nutrition such as biology, physiology, immunology, biochemistry, education, psychology, sustainability, and sociology.

Without adequate nutrition the human body does not function optimally, and severe nutritional inadequacy can lead to disease and even death. The typical American diet is lacking in many ways, from not containing the proper amounts of essential nutrients, to being too speedily consumed, to being only meagerly satisfying. Dietitians are nutrition professionals who integrate their knowledge of nutritional science into helping people achieve a healthy diet and develop good dietary habits. The Academy of Nutrition and Dietetics (AND) is the largest organization of nutrition professionals worldwide and dietitians registered with the AND are committed to helping Americans eat well and live healthier lives. To learn more from the AND’s nutritional advice, visit EatRight.Org

Your ability to wake up, to think clearly, to communicate, to hope, to dream, to go to school, to gain knowledge, to go to work, to earn a living, and to do all of the things that you like to do are dependent upon one factor—your health. Good health means you are able to function normally and work hard to achieve your goals in life. For the next few minutes, take some time to view snapshots of the insides of the refrigerators of American mechanics, doctors, school teachers, hunters, short-order cooks, college students, vegans, and more. Visit Mark Menjivar’s portrait exhibition, “You Are What You Eat”. Menjivar hopes these images will invoke new thoughts about, “How we care for our bodies. How we care for others. And how we care for the land.” As you look at these images think about your personal health, the health of your family and friends, and the health of this planet. These hopes encompass the inspirations for this book.

Interactive 1.1

Mark Menjivar has traveled around the United States taking photographs of the contents of refrigerators of numerous types of people. The portraits are available for viewing on his website under “You Are What You Eat.” Then click on "Refrigerators" on the left.

Nutrition and Health and Disease

In 1946, the World Health Organization (WHO) defined health as “a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity.” This definition was adopted into the WHO constitution in 1948 and has not been amended since. A triangle is often used to depict the equal influences of physical, mental, and social well-being on health (Figure 1.1). Disease is defined as any abnormal condition affecting the health of an organism, and is characterized by specific signs and symptoms. Signs refer to identifying characteristics of a disease such as swelling, weight loss, or fever. Symptoms are the features of a disease recognized by a patient and/or their doctor. Symptoms can include nausea, fatigue, irritability, and pain. Diseases are broadly categorized as resulting from pathogens (i.e., bacteria, viruses, fungi, and parasites), deficiencies, genetics, and physiological dysfunction. Diseases that primarily affect physical health are those that impair body structure (as is the case with osteoporosis), or functioning (as is the case with cardiovascular disease). Mental illnesses primarily affect mental and social well-being.

The foods we eat affect all three aspects of our health. For example, a teen with Type 2 diabetes (a disease often brought on by poor diet) is first diagnosed by physical signs and symptoms such as increased urination, thirstiness, and unexplained weight loss. But research has also found that teens with Type 2 diabetes have impaired thinking and do not interact well with others in school, thereby affecting mental and social well-being. Type 2 diabetes is just one example of a physiological disease that affects all aspects of health—physical, mental, and social.

Public Health and Disease Prevention

In 1894, the first congressional funds were appropriated to the US Department of Agriculture (USDA) for the study of the relationship between nutrition and human health. Dr. Wilbur Olin Atwater was appointed as the Chief of Nutrition Investigations and is regarded as the “Father of Nutrition Science” in America. Under his guidance, the USDA released the first bulletin to the American public that contained information on the amounts of fat, carbohydrates, proteins, and food energy in various foods. Nutritional science advanced considerably in these early years, but it took until 1980 for the USDA and the US Department of Health and Human Services (HHS) to jointly release the first edition of Nutrition and Your Health: Dietary Guidelines for Americans .

Although wide distribution of the "Dietary Guidelines for Americans" did not come about until the 1980s, many historical events that demonstrated the importance of diet to health preceded their release. Assessments of the American diet in the 1930s led President Franklin D. Roosevelt to declare in his inaugural address on January 20, 1937, “I see one-third of our nation is ill-housed, ill-clad, and ill-nourished.” From the time of Atwater until the onset of the Great Depression, nutrition scientists had discovered many of the vitamins and minerals that are essential for the functioning of the human body. Their work and the acknowledgement by President FDR of the nutritional inadequacy of the American diet evoked a united response between scientists and government, leading to: the enrichment of flour (adding vitamins and minerals), the development of free or reduced-cost school lunch programs, and advancements of nutrition education in this country.

In the latter part of the twentieth century nutrition scientists, public health organizations, and the American public increasingly recognized that eating too much of certain foods is linked to chronic diseases. We now know that diet-related conditions and diseases include: hypertension (high blood pressure), obesity, Type 2 diabetes, cardiovascular disease, some cancers, and osteoporosis. These diet-related conditions and diseases are some of the biggest killers of Americans. The United States Department of Health and Human Services (HHS) reports that unhealthy diets and inactivity cause between 310,000 and 580,000 deaths every single year. According to the United States Department of Agriculture (USDA), eating healthier could save Americans over $70 billion per year and this does not include the cost of obesity, which is estimated to cost a further $117 billion per year. Unfortunately, despite the fact that the prevalence of these diseases can be decreased by healthier diets and increased physical activity, the Center for Disease Control (CDC) reports that the federal government spends one thousand times more to treat disease than to prevent it ($1,390 versus $1.21 per person each year). In 2015, the newest edition of the Dietary Guidelines for Americans identified obesity as the number one nutritional-related health problem in the United States and established strategies to combat its incidence and health consequences in the American population. A 2008 study in the journal Obesity reported that if current trends are not changed, 100 percent of Americans will be overweight or obese in 2048! Wang Y, et al. “Will All Americans Become Overweight or Obese? Estimating the Progression and Cost of the US Obesity Epidemic.” Obesity 10, no. 16 (October 2008): 2323–30. http://www.nature.com/oby/journal/v16/n10/full/oby2008351a.html In 2011, the US federal government released a new multimedia tool that aims to help Americans choose healthier foods from the five food groups (grains, vegetables, fruits, dairy, and proteins). The tool, called “Choose MyPlate,” is available at choosemyplate.gov.

Key Takeaways

Health is defined as “a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity.” World Health Organization.
Disease is defined as any abnormal condition that affects the health of an organism, and is characterized by specific signs and symptoms.
Disease affects all three aspects of the health triangle.
Good nutrition provides a mechanism to promote health and prevent disease.
Diet-related conditions and diseases include: obesity, Type 2 diabetes, cardiovascular disease, some cancers, and osteoporosis.
It took until the 1980s for the US federal government to develop a diet-related public policy designed to equip Americans with the tools to change to a healthier diet.

Discussion Starters

How might the way we nourish our bodies affect planetary health?
Debate your classmates: Should the federal government be concerned with what Americans eat?

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1.2: Defining Nutrition, Health, and Disease

How do you fill your plate?

Nutrition and Health and Disease

Public Health and Disease Prevention

Key Takeaways

Discussion Starters

R&K Insider

A History of Moscow in 13 Dishes

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