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Health, Physical Education, & School Wellness

Healthy Schools, Success-Ready Students

Evidence shows that the health of students is strongly linked to their success in school. Healthy students are better on all levels of academic achievement – academic performance (class grades, standardized tests, graduation rates), education behavior (attendance, dropout rates, and behavioral problems in schools, and cognitive skills and attitudes (concentration, memory, and mood). The healthy development of children and adolescents is influenced by many societal institutions.Students spend much of their time at school, making it an ideal setting to teach and model healthy behaviors. School health programs and policies has proven to be one of the most efficient means to prevent or reduce risk behaviors and prevent serious health problems among students. Schools can reduce how often students are absent, experience behavioral problems, and achieve higher school-wide test scores and grades by implementing strategies to help students stay healthy. School health has four interrelated goals shown below:

  • Improve health knowledge, attitudes, and skills 
  • Improve health behaviors and health outcomes
  • Improve educational outcomes
  • Improve social outcomes

These goals are most effectively and efficiently achieved when all the goals are addressed simultaneously through a coordinated approach requiring action from the entire community – state public health education agencies, school districts, parents, and students. Evidence-based strategies, tools, and resources to promote healthy behaviors in young people and to create a healthy school environment can be found on the CDC Healthy Schools website. By all stakeholders working together, we can ensure that our youth are healthy and ready to learn. 



Health Education

Health education provides students with experiences and opportunities to acquire the knowledge, attitudes, and skills necessary for making health-promoting decisions, achieving health literacy, adopting health-enhancing behaviors, and promoting the health of others. Comprehensive school health education includes curricula  for students in pre-K through grade 12 that address a variety of topics such as alcohol and other drug use and abuse, healthy eating/nutrition, mental and emotional health, personal health and wellness, physical activity, safety and injury prevention, sexual health, tobacco use, and violence prevention. Health education curricula and instruction should address the National Health Education Standards (NHES) and incorporate the characteristics of an effective health education curriculum. 

Health Education Resources

Laws and Mandates

Senate Bill 711Section 170.310, RSMo  - Effective August 2017

Bill Summary - CPR in Schools – To find more about the requirements of Section 170.310, RSMo, Missouri schools should click here.

House Bill 501Section 170.015, RSMo – Effective August 2015

Helpful resources to assist implementation.

AIDS/HIV Education

Healthy Youth Sites


School Wellness

Healthy, Hunger-Free Kids Act of 2010 - Summary of Final Rule

A local school wellness policy is a written document of official policies that guide a local educational agency (LEA) or school district’s efforts to establish a school environment that promotes students’ health, well-being, and ability to learn by supporting healthy eating and physical activity.

The Local School Wellness Policy requirement was established by the Child Nutrition and WIC Reauthorization Act of 2004, and further strengthened by the Healthy, Hunger-Free Kids Act of 2010. It requires each local LEA participating in the National School Lunch Program and/or School Breakfast Program to develop a local school wellness policy that promotes the health of students and addresses the growing problem of childhood obesity. The responsibility for developing a local school wellness policy is placed at the local level so the unique needs of each school under the jurisdiction of the LEA can be addressed.

Through a coordinated approach that includes school teachers, health and counseling services, district nutrition services, administration, parents, students and community members. Research has shown that strong school wellness councils that guide the implementation of systemic health programs and policies can reduce the prevalence of health risk behaviors among young people and have a positive effect on academic performance. 

Model Wellness Policies, Practices, & Assessments

Missouri School Board Association (MSBA)

Missouri Consultants for Education (MCE)

Alliance for a Healthier Generation (AHG)

School Assessments and Planning Guides


Whole School, Whole Community, Whole Child (WSCC)

The Whole Child

School's, health agencies, parents and communities share a common goal of supporting the health and academic achievement of adolescents. Research shows that the health of students is linked to their academic achievement.  Schools are recognized as a perfect setting for this collaboration and most efficient for providing health services and programs to children and youth, as approximately 95 percent of all U.S. children and youth attend school. The Whole School, Whole Community, Whole Child (WSCC) model emphasizes a systems approach that works together integrating health services and programs more deeply into the day-to-day life of schools and students to raise academic achievement and improve learning. To learn more visit:

Health Services

These services are designed to ensure access or referral to primary health care services or both, foster appropriate use of primary health care services, prevent and control communicable disease and other health problems, provide emergency care for illness or injury, promote and provide optimum sanitary conditions for a safe school facility and school environment, and provide educational and counseling opportunities for promoting and maintaining individual, family, and community health. Qualified professionals such as physicians, nurses, dentists, health educators, and other allied health personnel provide these services.

Nutrition Services

Schools should provide access to a variety of nutritious and appealing meals that accommodate the health and nutrition needs of all students. School nutrition programs reflect the U.S. Dietary Guidelines for Americans and other criteria to achieve nutrition integrity. The school nutrition services offer students a learning laboratory for classroom nutrition and health education, and serve as a resource for linkages with nutrition-related community services. Qualified child nutrition professionals provide these services.

Counseling, Psychological, and Social Services

These services are provided to improve students’ mental, emotional, and social health and include individual and group assessments, interventions, and referrals. Organizational assessment and consultation skills of counselors and psychologists contribute not only to the health of students but also to the health of the school environment. Professionals such as certified school counselors, psychologists, and social workers provide these services.

Employee Wellness

Schools can provide opportunities for school staff members to improve their health status through activities such as health assessments, health education, and health-related fitness activities. These opportunities encourage staff members to pursue a healthy lifestyle that contributes to their improved health status, improved morale, and a greater personal commitment to the school's overall coordinated health program. This personal commitment often transfers into greater commitment to the health of students and creates positive role modeling. Health promotion activities have improved productivity, decreased absenteeism, and reduced health insurance costs.

School-Based Out of School Time

Family Engagement

An integrated school and parent approach can enhance the health and well-being of students. Schools actively solicit parent involvement to respond more effectively to the health-related needs of students.

Community Involvement

School health advisory councils, coalitions, and broadly based constituencies for school health can build support for school health program efforts.  Community based efforts also engage resources and services within schools.

State Health Data

Youth Risk Behavior Survey (YRBS)

The Missouri Youth Risk Behavior Survey (YRBS) is conducted as part of a national effort by the U.S. Centers for Disease Control and prevention (CDC) to monitor students’ health-risk behaviors in six priority areas. These six areas include injury and violence, alcohol and drug use, tobacco use, nutrition, physical activity, and sexual risk behaviors. These risk behaviors contribute to the leading causes of death, disability, and social problems among youth and adults in the U.S.

​Missouri has been administering the YRBS since 1995. The survey is voluntary and is administered to a randomly selected sample of middle and high school students across the state.

For more information regarding the YRBS and for national, state, and large city survey results, please visit the CDC website.

Following are the results from the 2017 Missouri High School YRBS followed by the 2015 Middle and High School YRBS and Youth Tobacco Survey.​

School Health Profiles

The School Health Profiles (Profiles) is a system of surveys developed by the Centers for Disease Control and Prevention (CDC) to assess school health policies and programs in states and large urban school districts. The Profiles survey is conducted in Missouri biennially among middle and high school principals and lead health education teachers.

Profiles monitor the current status of:

  • School health education requirements and content
  • Physical education requirements
  • Health services
  • Nutrition-related policies and practices
  • Family and community involvement in school health programs
  • School health policies on HIV and AIDS prevention, tobacco-use prevention, violence prevention, and physical activity
  • Professional preparation and staff development for lead health education teachers

Profiles data is used to:

  • Compare school health policies and programs across the state
  • Identify health education topics and skills that are taught
  • Identify topics for staff development
  • Improve school health programs and policies
  • Determine how well schools address the health and safety needs of their students

The following are the results from the 2016 School Health Profiles.

To access more information on School Health Profiles released, click here

Use the links below to access state data:

Physical Education & Physical Activity

Physical Education

Physical Education should not be confused with physical activity: Understanding the Difference (SHAPE America)

Physical education is a school-based instructional opportunity for students to gain the necessary knowledge, skills and behaviors for lifelong participation in physical activity. Physical education is characterized by a planned, sequential K-12 curriculum (course of study) provides cognitive content and learning experiences in a variety of activities.

Quality physical education programs assist students in achieving the national standards for K-12 physical education. The outcome of a quality physical education program is a physically educated person who has the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity. Qualified, trained teachers teach physical education.

Physical Education Resources

Physical Fitness

Missouri Physical Fitness Challenge Awards

Physical Activity

Physical activity is bodily movement of any type and may include recreational, fitness and sport activities such as jumping rope, playing soccer, lifting weights, as well as daily activities such as walking to the store, taking the stairs or raking the leaves. 

Opportunities to accumulate physical activity during the school day include time spent in physical education class, classroom-based movement, recess, walking or biking to school, and recreational sport and play that occurs before, during, and after school.

Benefits of regular physical activity:

  • Helps build and maintain healthy bones and muscles.
  • Helps reduce the risk of developing obesity and chronic diseases, such as diabetes, cardiovascular disease, and colon cancer.
  • Reduces feelings of depression and anxiety and promotes psychological well-being.
  • May help improve students’ academic performance, including:
    • Academic achievement and grades
    • Academic behavior, such as time on task
    • Factors that influence academic achievement, such as concentration and attentiveness in the classroom

Physical Activity Resources

Click here for more information from the Centers of Disease Control and Prevention (CDC).

Physical Activity in the Classroom

Classroom brain breaks are research-based and their efficacy has been scientifically proven. Brain Breaks are a quick and effective way of changing or focusing the physical and mental state of the learners in your group. They are a useful tool to use to help activate, energize and stimulate the brain that improves students’ concentration and relieve stress. The most effective brain breaks incorporate some level of physical movement in order to stimulate neurological pathways and help both hemispheres of the brain work together.  Students should have a kinesthetic brain break every 25-30 minutes. Brain break activities do take about 1-3 minutes of class time to complete; however, the efficiency of our students goes up when brain breaks are incorporated. Brain breaks are refreshing for both students and teachers. 

Physical Activity – Recess


Professional Development

A wide variety of professional development opportunities covering a variety of topics and concentrations are available for P-12 educators looking to refine and advance their practice. Professional development experiences come in many forms. See below for an assortment of offerings.

2018 Summer Workshops

DESE PROFESSIONAL LEARNING SERIES (K-12 Administrators, Teachers, PDC Teams)

“Health, Physical Education and School Wellness”

  • K-5: Wednesday, July 25, 2018, 9:00 – 3:00 - Part 1- First Baptist Church, Jefferson City, MO.
  • K-5: Thursday, July 26, 2018, 9:00 – 3:00 – Part 2 – First Baptist Church, Jefferson City, MO.
  • 6-12: Monday, July 30, 2018, 9:00 – 3:00 – Part 1 – Harry S. Truman Building, Jefferson City, MO.
  • 6-12: Tuesday, July 31, 2018, 9:00 – 3:00 – Part 2 – Harry S. Truman Building, Jefferson City, MO.

These workshops are free of cost to participants and registrations are first come, first serve. Educator teams and/or individuals are encouraged to sign up early as space is limited. Participants will receive notification of acceptance status when registration is received.  Lunch will be provided. Electronic devices are welcome. 

For questions, contact Curriculum in the Office of College and Career Readiness at 573-522-4003. 

Registration and details can be found at: https://dese.mo.gov/college-career-readiness/curriculum/summer-2018-professional-development-information#Health 



(K-12 Administrators, Teachers, PDC Teams)
June 1, 2018 - Northwest Missouri State University, Maryville, MO.
Registration and details can be found at:


(K-12 Administrators, Teachers, PDC Teams)
July 11 -12, 2018 – Northwest Missouri State University, Maryville, MO.
Registration and details can be found at:


Co-sponsored by Parkway, Rockwood, Wentzville School Districts (endorsed by MOAHPERD)
July 11, 2018 - Parkway Southwest Middle School
For more details contact Eddie Mattison (@edjmatt), Health and PE Coordinator, at emattison@parkwayschools.net or 314-415-7034.


2018-2019 School Year


This professional learning opportunity will focus on the benefits and processes associated with the functioning of an effective School District Wellness Council.  Examining the relationship between a health-enhancing school climate and a variety of key school district issues, such as attendance, behavioral issues, achievement, and chronic disease management, participants will gain an understanding of policies, practices, and programs to be implemented.

Developed for district administrators (C & I, District Wellness leader, Director of Professional Development, CFO), this session will feature Laura Beckmann, Director of Health, Physical Education, and School Wellness in the DESE, and Dr, Tom Loughrey, Executive Director of MOAHPERD.

Registration and details can be found at: https://www.moahperd.org/events/workshops/

  • Heart of Missouri Regional Professional Development Center - UM-Columbia - Tuesday, October 2, 2018
    9:00-3:00          Contact:  Lesa Rapert          rapertl@missouri.edu          573.882.3636
  • St. Louis Regional Professional Development Center (EdPlus) - Monday, October 15, 2018
    9:00-3:00          Contact:  Tiffiny Creech           tcreech@edplus.org          314.692.1256
  • Kansas City Regional Professional Development Center - date to be determined
    9:00-3:00          Contact:  Stephanie Prichard          prichardst@umkc.edu      


November 9-11, 2018 - The Lodge of Four Seasons, Lake Ozark, MO
Registration and details can be found at: https://www.moahperd.org/events/convention/ 


The Quality Health & Physical Education professional learning sessions are sponsored in a collaboration between the Missouri Regional Professional Development Centers (RPDCs) and MOAHPERD.  A statement describing the content and objectives for this series of sessions will be added early in the fall of 2018. Registration and details can be found at: https://www.moahperd.org/events/workshops/

  • Heart of Missouri Regional Professional Development Center - UM-Columbia           March 5, 2019
    9:00-3:00          Contact:  Lesa Rapert          rapertl@missouri.edu          573.882.3636


November 29 - December 1, 2018 - The Lodge of the Four Seasons, Lake Ozark, MO
More information can be found at:  http://www.healthykidsmo.org/ 


October 4-6, 2018 - Sheraton Indianapolis City Centre in Indianapolis, Indiana
Registration and details can be found at: http://www.ashaweb.org/news-events/2018-conference/ 


March 20-24. 2019 - Tampa, Florida
More information about this conference can be found at: https://convention.shapeamerica.org/Convention/For-Attendees/Convention_Highlights.aspx


School Climate/Environment

Physical Environment

A healthy and safe physical school environment promotes learning by ensuring the health and safety of students and staff. The physical school environment encompasses the school building and its contents, the land on which the school is located, and the area surrounding it. A healthy school environment addresses any biological or chemical agents that are detrimental to health, as well as the physical conditions such as temperature, noise, lighting or any other physical threats to protect all occupants.

Social and Emotional Climate

School climate refers to the psychosocial aspects of students’ educational experience that influences their social and emotional development. The climate of a school can impact student engagement in school activities; relationships with other students, staff, family, and community; and academic performance. A positive social and emotional school climate is a supportive learning environment that promotes health, growth, and development.

CPR in Schools – Bill Summary

  • CPR in Schools – To meet the requirements of Section 170.310, RSMo, all Missouri school districts will ensure the following:
  • The law is implemented in schools in the 2017-2018 school year and subsequent years
  • As a graduation requirement, students receive 30 minutes of CPR instruction and training in the proper performance of the Heimlich maneuver or other first aid for choking
  • Students with disabilities may participate to the extent appropriate as determined by the provisions of the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act.
  • The training shall be included in the district’s health or physical education curriculum
  • Instruction requires hands-on practice and skills testing to support cognitive learning. Watching a training DVD alone is not sufficient to meet the requirements of the law.
  • Resources for training of these skills shall be based on a program established by the American Heart AssociationAmerican Red Cross, or another nationally recognized organization’s evidence-based guidelines.
  • Schools may develop agreements with any local chapter of a voluntary organization of first responders to provide the required hands-on practice and skills testing.
  • Verification of student performance should be recorded in the same way as the US and Missouri Constitution tests
    • The training requirement for hands-only CPR is different from CPR certification. CPR certification is a more in-depth training taught by an authorized cardiopulmonary instructor required for public safety professionals, doctors, nurses, and other professions. Individuals who complete the certification training are issued CPR certification cards.
    • An individual teaching hands-only CPR in the classroom does not need to be certified CPR instructors. Cards are not issued for hands-only training.

Missouri Fights Opioids

U.S. Department of Heath and Human Services (HHS) - What is the U.S. Opioid Epidemic?


U.S. Department of Agriculture (USDA) – Opioid Misuse in Rural America


SAMHSA Opioid Overdose Prevention Toolkit:


Educational Toolkits for Safe Medication Practices (Generation RX)


House Bill No. 1568