Health Class Needs an Upgrade
- Brianna Lane
- Jul 9
- 3 min read
For many students, health education remains an underdeveloped part of the school curriculum. Despite the increasing complexity of health issues facing today’s youth, many programs rely on outdated models, limited mental health instruction, and abstinence-focused approaches to sexual health. As public health challenges grow more intersectional and urgent, school-based health education must evolve accordingly.
According to the Centers for Disease Control and Prevention (CDC), 42 percent of high school students reported experiencing persistent feelings of sadness or hopelessness in 2021. Among female students, that number rose to 57 percent. Additionally, nearly one in five teenagers seriously considered attempting suicide that year (CDC, 2023). These statistics underscore a mental health crisis that current health curricula are failing to adequately address. Meanwhile, sexual health education is inconsistent and often incomplete. As of 2023, only 38 states and the District of Columbia mandate sex education in schools, and fewer than half require instruction to be medically accurate (Guttmacher Institute, 2023). LGBTQ+ students are frequently excluded from classroom discussions, and topics such as consent, contraception access, or reproductive justice are either minimized or ignored entirely. The rise of digital platforms like TikTok and YouTube has introduced a new layer of complexity. Adolescents are constantly exposed to health advice and misinformation online. In one study published in the Journal of Health Communication, researchers found that more than 30 percent of health-related TikTok videos about nutrition and mental health included misleading or incorrect information (Chou et al., 2022). Without strong media literacy and evidence-based instruction, students are vulnerable to adopting harmful behaviors.
To respond to modern health challenges, comprehensive health education should include:
Mental health literacy, with a focus on identifying symptoms of anxiety, depression, and trauma. Instruction should also address stigma, access to care, and crisis response strategies.
Inclusive and medically accurate sexual education that discusses contraception, sexually transmitted infections (STIs), gender identity, sexual orientation, and consent.
Critical discussions on the social determinants of health, including environmental factors, systemic racism, poverty, and access to care.
A reframing of nutrition education that highlights food justice, cultural sensitivity, and the impact of advertising on body image, instead of moralizing food choices.
Digital health literacy that equips students to assess health claims online and recognize harmful or misleading content.
Awareness of chronic illness, disability, and invisible conditions, which are often excluded from traditional health narratives.
Evidence suggests that comprehensive health education is linked to improved outcomes in both behavior and long-term well-being. For example, students who receive inclusive sex education are 50 percent less likely to experience an unintended pregnancy and are more likely to delay sexual initiation (Kohler et al., 2008). Moreover, schools that integrate mental health education see improvements in student engagement, reduced disciplinary action, and stronger academic performance (Wei et al., 2013).
Health education is not a luxury or an optional elective. It is a core component of preparing young people to navigate a complex world. When taught effectively, it empowers students with the skills they need to make informed decisions, advocate for their well-being, and engage critically with the systems that shape their lives.
To move forward, public education must shift from reactive health models to preventative, inclusive, and equity-centered instruction. This means investing in teacher training, standardizing curricula based on evidence, and integrating student voices into program development. Students today are already managing unprecedented stressors. It is the responsibility of public health professionals, educators, and policymakers to ensure that health education meets them where they are and prepares them for where they are going. It is time for health class to reflect the urgency of the world students are already living in.
Centers for Disease Control and Prevention. (2023). Youth Risk Behavior Survey Data Summary & Trends Report 2011–2021. https://www.cdc.gov/healthyyouth/data/yrbs/index.htm
Guttmacher Institute. (2023). Sex and HIV Education. https://www.guttmacher.org/state-policy/explore/sex-and-hiv-education
Chou, W. Y. S., Gaysynsky, A., & Vanderpool, R. C. (2022). The Rise of Health Misinformation on Social Media. Journal of Health Communication, 27(2), 105–112.
Kohler, P. K., Manhart, L. E., & Lafferty, W. E. (2008). Abstinence-only and comprehensive sex education and the initiation of sexual activity and teen pregnancy. Journal of Adolescent Health, 42(4), 344–351.
Wei, Y., Kutcher, S., & Szumilas, M. (2013). Comprehensive school mental health programs: Canadian and global perspectives. Canadian Journal of School Psychology, 28(1), 1–9.
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