Developing a Curriculum for Change: Water and Environmental Health Literacy in a Native American Community

Area of Science:

• Environmental Health
• Community-Based Participatory Research (CBPR)
• Health Literacy

Background:

• Water contamination poses risks to health and the environment.
• Effective communication of water quality research to local communities is a significant challenge.
• Empowering communities with knowledge is crucial for informed decision-making regarding water resources.

Purpose of the Study:

• To describe the formative evaluation process for an Environmental Health Literacy (EHL) summer camp and afterschool water curriculum.
• To tailor educational content for Native American (NA) children in grades 4-6.
• To foster environmental health awareness and skills within a specific cultural context.

Main Methods:

• Co-development of a curriculum by community scientists, elders, and educators.
• Implementation of a summer camp and afterschool program.
• Utilizing a health literacy framework and Community-Based Participatory Research (CBPR) approach.

Main Results:

• The collaborative development process successfully integrated community knowledge and scientific expertise.
• The CBPR approach facilitated the building of trust and cultural relevance in the educational intervention.
• Formative evaluation guided the iterative development and refinement of the curriculum.

Conclusions:

• Community-based participatory research (CBPR) is a strong framework for collaborative environmental health initiatives.
• Building and maintaining trust relationships are essential for successful community-engaged research and program implementation.
• Culturally centering interventions enhances their effectiveness and sustainability within community contexts.