To be effective in increasing knowledge and influencing behavior, classroom health education should be delivered by well-trained instructors. In Massachusetts, teachers can earn a combined Health Education/Family and Consumer Sciences certification, licensing them to teach health education in secondary schools. This certification requires not only a solid background in health content knowledge but also experience in using interactive skills methods, dealing with sensitive issues in a group setting, devising activities and assignments that encourage students to practice skills, and assessing whether students meet learning standards. In Massachusetts, approximately 4 out of 5 lead health teachers in public secondary schools hold certification in health education (Massachusetts School Health Education Profiles, 2004). Classroom teachers at the elementary school level may be less well prepared, however, since coursework in health education is not a requirement for elementary teacher certification. These teachers should be encouraged to obtain additional training in this area and request mentoring by licensed health educators from the school district. It is also important that instructors be trained on the specific curriculum to be used in their classrooms. The effectiveness of research-based curricula depends on the lessons being implemented with fidelity. Although teachers can gain an overview understanding of a particular curriculum in an hour or two and can increase their knowledge base in several hours, more thorough and comprehensive training is needed if teachers are to implement the full curriculum skillfully. Like students, teachers need both in-depth information and extensive skill-building exercises related to the curriculum. It is especially important that teachers have multiple opportunities for practice, feedback, and reinforcement in those areas that may be unfamiliar or uncomfortable, such as managing student cooperative learning exercises or discussing sensitive topics.
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