Reference no: EM133241422

Imagine that you are an English teacher in a high school in a very diverse community in an American city. The community residents have emigrated from many different countries and have come to the United States to achieve a better life. Many of the residents have limited incomes and work in low-level jobs. In addition, they often have difficulty with the English language. Yet, many firmly believe that their children should advance and, thus, they make certain that the children attend school.

One thing that you, the teacher, have noticed is that the knowledge of health promotion and disease prevention is limited. You have decided that you may be able to help them, and possibly their families, by providing some health education opportunities both in the classroom and in special after-school meetings.

You decide to develop a health education plan that can be tested initially with a small group of students and then expanded as you see what works. Because you are a female teacher, you decide that you will focus initially on female students in the ninth and tenth grades. Having discussed the project with some of the students, you decide, based on their recommendations, to focus on cardiovascular and cancer risk factors: smoking, overweight, and exercise in an after-school program.

If you were the teacher, how would you proceed?

How would you design the after-school program: lectures, discussions, presentations by local advocates, and . . . ?