Self-esteem and health instruction: challenges for curriculum development
The Journal of School Health
|May 1, 1990
Summary
Health education can influence student self-esteem through direct and indirect instruction. This review explores how health curricula impact self-esteem and discusses challenges in its implementation and evaluation.
Area of Science:
- Health Education
- Psychology
Background:
- Self-esteem is a critical factor in overall well-being.
- The role of educational interventions in shaping self-esteem is an area of ongoing research.
- Health education specifically presents opportunities to foster positive self-esteem.
Purpose of the Study:
- To examine the influence of health education on student self-esteem.
- To define self-esteem within the context of health education.
- To review evidence and discuss challenges related to integrating self-esteem into health curricula.
Main Methods:
- Literature review of studies on self-esteem and health education.
- Analysis of direct and indirect instructional strategies.
- Interpretation of existing evidence on curriculum impact.
Main Results:
- Health education curricula can affect student self-esteem.
- Both direct and indirect instructional methods play a role.
- Evidence suggests a link between specific curricula and self-esteem outcomes.
Conclusions:
- Health education holds potential for enhancing student self-esteem.
- Challenges exist in curriculum development, instruction, and evaluation.
- Further research is needed to optimize the integration of self-esteem into health education.
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