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ERIC Number: ED350553
Record Type: RIE
Publication Date: 1992
Pages: 27
Abstractor: N/A
The Effects of School Health Curricula on Knowledge, Attitudes, and the Onset of Substance Abuse from Kindergarten to Grade 12.
Andrews, Richard L.
In 1977, a longitudinal study was undertaken to determine the effects of health curricula on children's knowledge level; their attitudes toward good health practices; and their smoking, drinking, and drug-use behavior. Knowledge and attitude tests and a student survey were administered to students who entered kindergarten in 1977. These children were followed longitudinally and retested from first through third grade. Starting in 5th grade, another group of children was added and all children were followed through 12th grade. One group of children received the "Growing Healthy" curriculum from kindergarten through sixth grade. A second group received the standard textbook approach through third grade, then Growing Healthy for fourth through sixth grades. A third group received the standard textbook approach from kindergarten through sixth grade. The findings provide much positive evidence that the elementary school curriculum that children receive has an impact upon their levels of knowledge about health and their attitudes toward health; in addition these curricula appear to have an impact upon present and future health practices of students. Early intervention (using the Growing Healthy curriculum) with children as they entered the school system, when compared with intervention only during the early onset years or compared with standard elementary school health curricula, had a positive impact on the level of children's health knowledge, attitudes, and reported behavior in the reported use of tobacco, alcohol, and other drugs. (NB)
Wyoming Center for Educational Research, University of Wyoming, College of Education, P.O. Box 3374, University Station, Laramie, WY, 82071 ($3.75).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Wyoming Univ., Laramie. Coll. of Education.
Grant or Contract Numbers: N/A