In this twenty-first century, the Internet has become the most common, popular, go-to and preferred source of online health information for everyone across the lifespan including school students. School students have easy and unlimited access to the Internet. However, they are continuously bombarded, with unsolicited, massive sources of pop-up websites with information including health information, which can either be good or bad depending on origin, source, and authenticity of such content. Currently, there is a gap in addressing K-12 health literacy. Although students are increasingly using the Internet for health information, little research has been done to assess and improve their “eHealth literacy” – i.e., their ability to find, evaluate, and apply online health information (Paek and Hove 2012). Health literacy in children and young people is described in the literature as comprising variable sets of key dimensions – clusters of related abilities, skills, commitments, and knowledge that enable a person to approach health information competently and effectively and to derive at health-promotion decisions and actions (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5405535/)
How AAD confronts the problem
The program discussed here is in response to gaps already established about youth and health literacy. Its overarching purpose is to create a cohort of K-12 health-literate public school students. It is framed within the context of social determinants of health to address health disparities and promote health equity. Run by Advance African Development, Inc., this K-12 initiative is a comprehensive, integrated year-long, school-based, in-class, student-centered, experiential, and technology-driven youth empowerment program being offered at participating Pittsburgh public schools and targets a cohort of inner-city students. Now in its eighth year, the program aims to empower adolescents by equipping them with health literacy skills and competencies using appropriate technologies to disseminate health information, reduce health disparities, and promote their academic and non-academic competencies. Forty-minutes long, in-class or out-of class sessions are offered once a week during each school year.
Curriculum Resources
Variable. AAD uses age-appropriate, culturally relevant, and evidence-based curricula resources to fulfil partnering schools’ vision and mission statements. “Implementing a Replicable Model of K-12 Health Literacy to Promote Positive Youth Development “ uses MedlinePlus and other National Library of Medicine online health resources (NLM resources) as entry points and connects students to other sources of trusted, validated, and reliable age-appropriate online health information, such as the Centers for Disease Control and Prevention and KidsHealth, etc. The program is framed using Healthy People 2020, Social Determinants of Health (US DHHS 2017b), Health Disparities (US National Library of Medicine 2017), and Health Equity (CDC.2017b) discourse. This health literacy program is also guided by the Coordinated School Health Program and the Whole School, Whole Community, Whole Child (WSCC) framework, with its emphasis on a collaborative approach to learning and health as espoused by the Centers for Disease Control. The curriculum addresses health issues and other healthy lifestyle behaviors needed for youth to succeed in school and beyond. Also the program is offered to promote a culture of health and wellness by integrating program curriculum into K-12 health education classes, aligning program content with the national and statewide health education standards.
Impact
Helping students stay healthy and developing their critical thinking and problem-solving skills is foundational to the mission of schools. Current program implementation has been funded with federal funds from the U.S. Department of Health and Human Services (HHS), National Institutes of Health (NIH), and National Library of Medicine (NLM) and was also funded by The Pittsburgh Foundation for one year.