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Effective
teaching to reduce tobacco use is far more than telling people how their
health will deteriorate. Effective teaching must be based on curricula that
are based on scientific evidence supporting the health messages that are
being taught to young people. For example, immediate social impacts such as
smelly hair and stained fingers are more powerful to youth than long term
health consequences. Engaging youth and parents in the instructional and
learning process has also proved to be more effective.
As well, well-designed curricula must be followed up
with adequate teacher training, youth engagement, parental involvement and
partnerships with community organizations. School no-smoking policies and
staff acting as role models are also very important.
The following outline lists some of the elements that need to be in place
for effective school-based tobacco instruction. The key learning objectives
that we need to teach are also listed.
Key Learning/Curriculum
Design on Tobacco
Supports for Success
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Cover tobacco in all grades
but concentrate on the average age of onset (12-14 years).
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Ensure a minimum of 10
lessons in at least two grade levels. |
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Integrate smoking prevention
within a mandatory health curriculum. |
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Curriculum and instruction
must be reinforced by a smoke-free school policy and procedures.
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All teachers delivering the
program should have have received inservice. |
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Parents should be offered
at-home learning activities with their children.
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Informal learning
opportunities should be offered through peer programs, student council
involvement and student action groups. |
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Cessation programs should
available for students and staff. |
Curriculum Goals/Content
Teaching Strategies
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Use active learning in
role-plays, doubling, health journaling, peer-led teaching, online
learning etc. |
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Develop specific strategies
and programs for students who are at more risk of smoking.
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Adapt materials for cultural
minority students. |
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Develop or select materials
and specific programs/activities for young women.
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References/Sources:
Allensworth DD Health Education: The State of the Art. Journal of School
Health 1993; 63(1): 14-20..
Allensworth DD et al. Schools and Health, Institute of Medicine, Committee
on Comprehensive School Health. Washington, DC: National Academy Press,
1997.
Brannon BR, Dent CW, Flay BR, Smith G, Sussman S, Pentz CA, and Hansen WB,
“The Television, School and Family Project”, Preventive Medicine, 18 (1989),
492-502
Canadian Association for School Health, Reducing Tobacco Use, Promoting
Health: Health Education Planner for School Districts, Surrey, BC, 1996
Catania JA et al. Towards an Understanding of Risk Behaviour: An AIDS Risk
Reduction Model. Health Education Quarterly 1990; 17(1): 53-72
Centers for Disease Control. A Cost-Benefit Analysis of Exemplary Health
Education. Atlanta, GA: Division of Adolescent and School Health, Centers
for Disease Control, 1995.
Connell DB et al. Summary of Findings of the School Health Education
Evaluation: Health Promotion Effectiveness, Implementation, and Costs.
Journal of School Health 1985; 55(8): 316-321.
Fisher WA. All Together Now: An Integrated Approach to Preventing Adolescent
Pregnancy and STD/HIV Infection. SIECUS Report 1990.
Flynn BS & Worden JK, “Mass Media and School Interventions for Cigarette
Smoking Prevention: Effects Two Years After Completion”, American Journal of
Public Health, 84(7): 1148-1150, 1994
Flynn BS et al, “Prevention of Cigarette Smoking through Mass Media
Intervention and School Programs”, American Journal of Public Health, 82,
827-834, 1992
English J et al, Criteria for Comprehensive Health Education Curricula, Kent
, OH, American School Health Association
Glynn TJ. The Essential Elements of School-based Smoking Prevention
Programs. Journal of School Health 1989; 59(5): 181-188.
Green LW & Kreuter AW. Health Promotion Planning: An Education and
Environment Approach. Mountain View, CA: Mayfield Publishing, 1991.
Janz WK & Becker MH. The Health Belief Model: A Decade Later, Health
Education Quarterly 1984; 11: 1-47
Louis Harris and Associates, Inc. You've Got to be Taught. New York, NY:
Metropolitan Life Foundation, 1988.
Parcel GS, “Theoretical Models for Application in School Health Research”,
Health Education, 15(4), 39-49
Stephens T, Kaiserman MJ, McCall DS, Sutherland-Brown C School-based Smoking
Prevention: Economic Costs Versus Benefits , Canadian Journal of Public
Health 2001; 92: 89.
These pages
have been prepared with funding provided by the
Tobacco Control Program, Health Canada.
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