TEACHING THE HOLE STUDENT: disseminating information but also creating

INTEGRATING WELLNESS EDUCATION INTO environments that support healthy behaviors (Myers &
THE ACADEMIC CLASSROOM Sweeney, 2018). Future research should explore
innovative methods to bridge the gap between education
a. Wellness Education and Wellness
and management, fostering a symbiotic relationship that
Management
maximizes the impact on well-being.
Wellness is a multifaceted concept encompassing
In conclusion, the dynamic interplay between wellness
physical, mental, and social well-being, and its
education and management forms a cornerstone for
promotion has become a cornerstone in contemporary
comprehensive health promotion. By equipping
health initiatives. This discussion explores the synergies
individuals with knowledge and concurrently
between wellness education and wellness management,
implementing strategies that support healthy living, a
emphasizing their collective impact on individual and
synergistic approach emerges, offering a promising
community health.
avenue for cultivating a society that values and
Wellness education plays a pivotal role in fostering a prioritizes well-being.
comprehensive understanding of health. According to
b. Framework for K to 12 Wellness Education
Myers and Sweeney (2018), educational interventions
provide individuals with the knowledge and skills
necessary to make informed decisions about their well-
being. For instance, mindfulness-based programs in
schools have shown positive outcomes in enhancing
emotional regulation and reducing stress among students
(Smith, 2019).
Wellness education is not confined to traditional
academic settings. Workplace wellness programs have
gained prominence, addressing the health needs of
employees and fostering a culture of well-being (Jones
FRAMEWORK FOR KINDERGARTEN TO
& Brown, 2020). These initiatives often incorporate
GRADE 12 WELLNESS EDUCATION
elements of health literacy and lifestyle modification to
empower individuals in taking an active role in their The growing concern for the health of children and
health. youth in today’s society has implications for the
significant role that curriculum can play in improving
Complementary to wellness education, wellness
student learning and health outcomes. Acquiring the
management focuses on the implementation of
knowledge, skills and attitudes necessary to develop
strategies to optimize health outcomes. Doe (2020)
healthy habits for life is a critical component of student
highlights the significance of organizational policies and
wellness. Studies have shown that quality wellness-
practices in creating environments that support employee
related curricula and programming promote health in
well-being. Corporate wellness programs, for example,
children and youth, contributing to obesity risk
often involve health assessments, fitness programs, and
reduction, cardiovascular disease reduction,
mental health resources to address a spectrum of
improvements in psychosocial well-being and enhanced
wellness dimensions (Johnson et al., 2021).
academic performance (Veugelers & Fitzgerald 2005;
The intersection of education and management is evident O’Dea 2005; Tremblay 2000).
in community-based initiatives. Collaborative efforts that
To help achieve improved learning and wellness
integrate health education with community resources,
outcomes for Alberta students, Alberta Education is
such as fitness centers and nutrition programs, contribute
examining its current programs of study, which include
to sustainable wellness outcomes (White & Black,
Kindergarten to Grade 9 Health and Life Skills,
2017). Management strategies ensure the continuity of
Kindergarten to Grade 12 Physical Education (PE),
wellness practices beyond educational interventions.
Career and Life Management (CALM) and
The seamless integration of wellness education and wellnessassociated supports.
management is essential for achieving lasting health
The vision of wellness education in Alberta is for
improvements. A holistic approach involves not only
students to be educated, informed and contributing
members of society and to develop the knowledge, skills through a new wellness program combining aspects of
and attitudes needed to be well in every sense of the the current health and PE programs. It also suggests that
word—emotionally, intellectually, physically, socially at the high school level, a new wellness program should
and spiritually. combine the current aspects of PE and CALM. The new
wellness program should be designed to encourage
Wellness education incorporates the needs and priorities
physical activity and healthy choices, while addressing
of Alberta students living and learning in the 21st
issues of concern to young people (Alberta’s
century. The wellness education program nurtures the
Commission on Learning 2003).
whole child, creates transdisciplinary learning
experiences and enables transitions through wellness- Healthy Kids Alberta! (HKA) Strategy is a provincial
related courses. strategy to improve the wellness of all Alberta children
and youth, ages zero to 18. Recognizing the infl uence of
Evidence indicates that the best way to impact student
a broad range of physical, social, environmental and
health behaviours is through a comprehensive school
economic factors on child and youth wellness, and given
health (CSH) approach (Stewart-Brown 2006). CSH is
that most of these factors fall outside the health sector,
an internationally recognized approach for supporting
HKA was developed as a cross-ministry initiative. The
student learning while addressing school health in a
HKA strategy calls for a determinants-of-health
planned, integrated and holistic manner. Government
perspective to support the eff orts of parents, families
ministries, schools, families and communities work
and communities to be well, make healthy choices and
collaboratively to create and maintain a culture of
create environments that support those choices
wellness in school communities. Quality teaching and
(Government of Alberta 2007).
learning opportunities related to wellness are essential
for an effective CSH approach. Healthy Alberta School Communities (HASC) is a
partnership strategy between Alberta Education and
The purpose of this framework is to describe the
Alberta Health and Wellness (2007). The HASC strategy
fundamental concepts and inherent values of K–12
is a comprehensive, multifaceted approach that supports
wellness education and to provide guidance for the
the development and implementation of health
future development and implementation of K–12
promotion strategies to enhance the wellness of school-
education wellness programs of study in Alberta. aged children and youth.
This may be the first generation of children and youth to To support the Commission’s findings and align with
lead shorter and less healthy lives than their parents provincial strategies to improve the health and wellness
(Olshansky et al. 2005). of children and youth, a review of current Alberta
programs of study began with a comprehensive review
Twenty-nine per cent of Alberta children and youth are
of related literature and stakeholder consultations,
overweight or obese (Alberta Health and Wellness 2009)
completed between November 2007 and March 2008.
In order to enhance the health and wellness of students, Results from the literature review and stakeholder
schools need to move away from kits and one-time consultations indicate a need for a moderate-to-
programs and move toward using the school as an significant revision of the current programs of study.
ongoing setting where health is created, supportive As a part of the revision process, the Draft Framework
environments are built, partnerships are made and for Kindergarten to Grade 12 Wellness Education
many skills are learned (St. Leger 2004) was posted on the Alberta Education website in March
2009 to facilitate further discussion regarding the
Considerable research has focused on the need to
direction for wellness education in Alberta. Stakeholders
improve the health and wellness of children and youth in
provided feedback on the draft framework through direct
Alberta. As a result, recent government initiatives such
contact, formal discussion groups and an online
as the Alberta’s Commission on Learning, Healthy Kids
questionnaire. The input from stakeholders, as well as
Alberta! and Healthy Alberta School Communities
current evidence-based research, was carefully
reinforce government’s commitment to student wellness.
considered in the development of this document.
Alberta’s Commission on Learning recommended
Schools play an essential role in improving the health of
introducing a new wellness program for all K–12
young people and in preparing future generations of
students. The report indicates that children should learn
about the importance of healthy and active lifestyles
healthy Albertans (Alberta’s Commission on Learning Content and Structure
2003)
Current research and education stakeholders in Alberta
Effective education for children and lifelong learning for and across Canada indicate that enhancing student
adults are key contributors to health and prosperity for wellness involves a coordinated effort among students,
individuals and for the country (Public Health Agency of teachers, administrators, parents and community
Canada 2001) members. Wellness education goes beyond the walls of
one classroom; it links the dimensions of wellness across
Definition of Wellness all subject areas and the school community.
To clearly outline the goals and parameters of wellness The key elements of K–12 wellness education in Alberta
education, an important first step in developing a new incorporate the themes from stakeholder consultations
wellness education program for Alberta students was to and recommendations from evidence in current
defi ne the term wellness. A variety of international, literature. Stakeholders emphasized that although much
national and provincial definitions of wellness were of the content from the current programs of study is
reviewed during stakeholder consultations between 2007 appropriate for wellness education, the following key
and 2009. The following definition was developed, in concepts need to be addressed to better meet the needs of
collaboration with education stakeholders: students:
Wellness is a balanced state of emotional, intellectual,  Focus on three priority wellness outcomes
physical, social, and spiritual well-being that enables (physical activity, healthy eating, psychosocial
students to reach their full potential in the school well-being).
community. Personal wellness occurs with commitment  Reduce the number and overlap of learning
to lifestyle choices based on healthy attitudes and outcomes.
actions.  Ensure age-appropriateness of learning
The five dimensions of wellness are described below. outcomes.
 Recognize and address the dimensions of
Emotional wellness is acknowledging, understanding, wellness
managing and expressing thoughts and feelings in a
constructive manner. Further input from stakeholders provided key
suggestions for content and structure to support
Intellectual wellness is the development and the critical successful programming in wellness education:
and creative use of the mind to its fullest potential.
 link a holistic approach with the dimensions of
Physical wellness is the ability, motivation and wellness to all programs of study
confidence to move effectively and efficiently in a  simplify course sequencing to focus on priority
variety of situations, and the healthy growth, wellness outcomes that will provide the
development, nutrition and care of the body. foundational skills needed to support wellness
Social wellness is relating positively to others and is education
influenced by many factors including how individuals  mandatory wellness courses through grade 12
communicate, establish and maintain relationships, are  allow flexibility for scheduling at the 10–20–
treated by others and interpret that treatment. 30 level (e.g., modular approach, utilizing extra-
curricular activities)
Spiritual wellness is an understanding of one’s own  combine the specific outcomes from the
values and beliefs leading to a sense of meaning or CALM Personal Choices general outcome and
purpose and a relationship to the community. the four general outcomes of Physical Education
Stakeholders indicated that wellness is multidimensional into a Health and Physical Education 10–20–30
sequence
in nature and includes elements such as physical,
 maintain or increase the amount of physical
mental, emotional and spiritual health. These elements
activity through enhanced physical education
do not exist in isolation; it is the balance and interplay of
programs
these elements that constitutes wellness (Alberta
 include wellness-related courses from other
Education 2008a)
areas [e.g., Career and Technology Studies
(CTS), arts education] as a means for students
 to extend their knowledge, skills and attitudes— schools and the community and contribute to building a
moving beyond personal wellness to being culture of wellness in society as a whole.
leaders in the community to promote wellness
Developing HPE programs of study provides many
The K–12 Wellness Education diagram below benefits to schools and students. For example, HPE
illustrates the key elements of K–12 wellness programs of study:
education in Alberta. Based on current research and
stakeholder input, the structure will include:  contribute to a continuum of wellness through
Grade12
1. health and physical education programs of  focus on the three priority wellness outcomes:
study; K–9 Physical Education, K–9 Health and physical activity, healthy eating and
Life Skills, and Health and Physical Education psychosocial well-being
(HPE) 10–20–30  increase physical activity time contributing to
2. wellness dimensions integrated across all K–12 meeting the federal/ provincial/territorial
subject areas physical activity targets for children and youth
set by ministers responsible for sport, physical
3. wellness-related courses from other areas that activity and recreation
provide students with opportunities to gain in-depth  enhance students’ understanding of the balance
knowledge and apply their skills in specific of the dimensions of wellness and how they can
wellness-related topic areas. be woven throughout other areas in school and
their lives
1. Health and Physical Education Programs of
 allow flexibility and choice for students
Study
 simplify timetabling for schools
Revisions to the current K–12 programs of study will  provide better connections to post-secondary
begin at the high school level, as research indicates that requirements
adolescents are more likely than younger children to  provide opportunities to use community
demonstrate health-risk behaviours, particularly related programs and services to meet course
to healthy eating and active living requirements
The recommended structure includes students Career and resource choice outcomes from the current
completing a minimum of six high school credits, as is CALM program of studies that focus on identifying
currently the requirement. HPE 10–20–30 incorporates personal assets, talents and strengths in relation to future
many of the current physical education outcomes and plans will be included in the HPE programs of study.
personal choice outcomes from CALM. The general This is an important part of preparing for transitions,
outcomes of HPE would reflect research and stakeholder planning for the future and making important life
recommendations to focus on healthy eating, physical decisions. In addition, many career and resource choices
activity and psychosocial well-being. Students would have been identified in the K–9 Health and Life Skills
meet the 6-credit requirement through HPE 10 (3 Program of Studies and therefore would be re-aligned
credits) and HPE 20 (3 credits). Schools would also have when the K–9 programs are revised.
the option of offering 5 credit HPE 10–20–30, in which
increased physical activity time could account for the Other specific career and resource outcomes will be
additional credits. infused into classrooms, curriculum, school programs
and events to make connections within the community
HPE programs of study also reflect the feedback from and increase successful transitions from high school.
students, who stated that topics and content that are ‘real Delivery of career and resource outcomes by all
life’ and relevant to the needs of students are essential, as stakeholders will create opportunities for successful
well as opportunities for community connections. Thus, transitions from school to work or post-secondary
curricular outcomes and implementation support studies. This is an element of the next component of
resources will be written to allow for an inquiry-based wellness education, Wellness Integrated Across All
approach and include sample projects that transition Curricula
students from personal to social responsibility. Projects
will enable students to apply the skills and concepts they
have learned to benefit their own schools, partner
2. Wellness Integrated Across All Curricula Alberta youth aged 15–19 are signifi cantly less active
than younger children and do not meet the guidelines
Schools and teachers will be provided with resources
set forth by the Public Health Agency of Canada to
and tools to encourage a balanced state of emotional,
intellectual, physical, social and spiritual well-being. maintain health (Canadian Fitness and Lifestyle
Learning outcomes from all subject areas that address Research Institute 2007).
the dimensions of wellness will be highlighted and More physical education at school is associated with a
connections across all curricula will be presented in a
39 percent decrease in overweight and a 46 percent
common document for teachers in the province.
reduction in obesity in school aged children (Veugelers &
A support resource will outline healthy, active Fitzgerald 2005).
instructional strategies, methodology for how to
Offering more physical education/activity at school does
incorporate healthy practices in all classrooms, and
activities that support student learning of subject specific not negatively impact academic performance and
outcomes and, at the same time, encourage wellness. achievement testing and is associated with significant
decreases in overweight and obesity in school-aged
This component supports the daily physical activity children (Veugelers & Fitzgerald 2005).
(DPA) initiative, as DPA can be incorporated throughout
the day and integrated into all subject areas. In addition, Career development is a lifelong process of managing
this approach complements the work of the Healthy learning, work, leisure and transitions in order to move
Alberta School Communities cross-ministry strategy toward a personally determined and evolving preferred
and comprehensive school health principles. By future (National Steering Committee for Career
emphasizing the components of the curriculum that Development Guidelines and Standards 2004).
contribute to enhancing student wellness, it raises
awareness among all stakeholders and allows for greater Wellness must be holistic—mental, physical, spiritual
collaboration. and emotional, and all integrated. It impacts all aspects
of our being within the context of culture (Alberta
3. Wellness-Related Courses Education 2008a)
After acquiring the knowledge, skills and attitudes to
A more holistic approach to wellness education allows
demonstrate healthy, active behaviours and to value the
learning to extend beyond the walls of the classroom by
balance of all dimensions of wellness, it is important to
linking learning outcomes with initiatives throughout
provide students with opportunities to promote,
practice and apply the competencies related to the school and community (Joint Consortium for School
wellness. Courses in other subject areas provide in-depth Health 2008)
knowledge and application in specific wellness-related Sixty-three per cent of Canadians who are still inactive
topic areas.
cost the health system $5.7B more than if they were
Wellness-related CTS and arts education courses are a active (Public Health Agency of Canada 2004)
good example of how students can further their
In the classroom, CSH facilitates improved academic
wellness education at the senior high school level. The
Health, Recreation and Human Services (HRH) cluster achievement and can lead to fewer behavioural
in CTS includes such pathways as sports medicine, problems (Murray et al. 2007).
fitness and leadership, coaching, recreation and wellness Support for Implementation
for kids and aging populations. will provide prevention
programs and recreation services, and build healthy, Stakeholders emphasized the importance of government
active communities. ministries, schools, families and communities working
collaboratively to create and maintain a culture of
The five dimension of wellness underlie most/ all school wellness in every school community. Positive and safe
curricula within a comprehensive school health learning environments that are respectful of the diverse
approach. This promotes a systemic culture of wellness cultures, backgrounds and experiences of Alberta
in school curricula beyond wellness curricula (Alberta students have the potential to positively impact health
Education 2009). outcomes.
Stakeholders consistently identified support for programs (Barnekow et al. 2006; Smith, Potts-Datema &
implementation as a significant element of improving Nolte 2005; Centres for Disease Control and Prevention
student health and learning outcomes. Results from the 1997).
stakeholder questionnaire and focus groups indicate that
To ensure teachers are prepared to deliver the health
the key components of successful program
outcomes, adequate in-servicing and mentoring
implementation include:
opportunities will be essential. These opportunities
 utilizing a comprehensive school health should include consistent and authentic information,
approach enhance the knowledge and skills of teachers and
 meeting the diverse needs of learners and administrators to implement quality wellness education,
engaging students in a meaningful way and be offered prior to and throughout the
 having adequate teacher expertise, preparation implementation process. Stakeholders agreed that
and implementation time alternative approaches to professional development (e.g.,
 providing and utilizing appropriate resources— videoconferencing, Webinars, mentorship programs), in
facilities, funding, teaching and learning conjunction with orientation sessions, would be
resources appropriate strategies for in-servicing.

Through a sustained, long-term and strategically planned Adequate time for implementing revised programs of
comprehensive school health approach, families and study is a key factor in the successful delivery of
communities can significantly affect student health wellness education programs. Teachers indicated that
behaviours, especially those related to active living, previous implementation of the K–9 Health and Life
healthy eating and psychosocial well-being (Stewart- Skills and K–12 PE programs of study, as well as the
Brown 2006). DPA initiative took place too quickly, and that they
would benefi t from more preparation time (Alberta
The role of curriculum in a CSH approach is to provide Education 2008a).
students with the knowledge, skills and attitudes to make
healthy choices in an environment that supports healthy Stakeholders identified a need for learning and teaching
behaviours. Therefore, curricular outcomes must align resources in the form of online and print materials to
with school policies and practices. support implementation of wellness education, as well as
related assessment tools (Alberta Education 2008a,
Wellness education and support resources will take into 2009)
account the diverse needs of learners in the 21st
century and include differentiated instructional --resources appropriate for a variety of learning
strategies. environments and available in a variety of formats will
help to ensure accessibility for all students, including
--an approach that is sensitive to developmental and students with disabilities.
culturally appropriate practice will be an important
consideration in the development and implementation of A CSH approach encompasses the whole school
wellness programs and resources environment with actions addressing four distinct but
interrelated pillars that support students in achieving
Wellness education should be accessible and meaningful their full potential—social and physical environment,
to all students, regardless of age, gender, race, ability,
teaching and learning, healthy school policy and
socioeconomic status or religion. It is important that
partnerships and services (Joint Consortium for School
schools provide students with a supportive, interesting
Health 2008)
and engaging environment within which they can feel
accepted (Barnekow et al. 2006). Youth benefit from Sixty-seven per cent of school authorities in Alberta do
opportunities to actively participate in identifying health not have authority wide healthy eating guidelines or
issues that are important to them, in establishing policies (Alberta Coalition for Healthy School
priorities and in developing strategies that effectively
Communities 2007
meet their health needs (Public Health Agency of
Canada 2000). A teacher’s ability to engage students in meaningful
ways in wellness education is an important prerequisite
t is also important that wellness education be
to making health education and promotion successful
coordinated and delivered by teachers who have the
knowledge and desire to implement high-quality (Barnekow et al. 2006)
The implementation of quality wellness education  reporting processes utilizing elements from
programs and health promotion activities can be established school health assessment tools (e.g.,
hindered by a lack of teachers’ pre-service and in-service Ever Active Schools and Joint Consortium for
training and professional development (Smith, Potts- School Health)
Datema & Nolte 2005).  student assessment strategies that include
essential elements for effective formative and
Jurisdictions around the world are establishing summative assessment of learning outcomes, as
multidimensional online learning environments in the well as achievement indicators with digital
form of knowledge portals. These portal-plus web performance-based applications.
communities provide educational material for teachers,
Wellness education needs to have a greater priority in
school managers and the wider community (Alberta
school communities. Strategies to assess student
Education 2008b).
learning and gather evidence as to the effectiveness of
Assessment and Accountability programs need to be long term to reflect the long-term
nature of health outcomes (Alberta Education 2008a).
While it is important that K–12 wellness education is
well-designed and delivered through a CSH approach, it Healthy school assessment tools have the potential to
is equally important to gather evidence to demonstrate identify programs and practices, assess needs and
its success. Overall, stakeholders supported the provide direction for schools to positively influence
development of improved assessment practices for and health behaviours related to physical activity, healthy
of student learning;
eating and mental well-being (Ever Active Schools
These assessment tools could include achievement 2009).
indicators for health and physical education outcomes
By educating children and youth about health and
and physical literacy measurement tools. In addition, it
will be essential to provide appropriate in-servicing to wellness, we are providing them with the building blocks
update teaching practice in the area of student to live healthy, active lives (Government of Ontario
assessment. 2008)

Current research and Alberta stakeholders explain how Drawing upon innovative strategies for curriculum
accountability and leadership are key components to design, implementation, assessment and accountability
the successful implementation of wellness education and will provide schools with the opportunity to impact the
any healthy school initiatives. Stakeholders indicated health of students in profound and lasting ways. The
that unless student wellness is placed as a priority in Framework for Kindergarten to Grade 12 Wellness
school authorities, it is difficult to get full support for Education provides a foundation for future development
wellness education from teachers, parents, students and of wellness programs of study that will allow Alberta
administrators (Alberta Education 2009). students to be educated, informed and contributing
members of society with the knowledge, skills and
Wellness education needs to be supported at all levels attitudes needed to be well in every sense of the word—
and developing an assessment and accountability emotionally, intellectually physically, socially and
model for wellness education and healthy schools will spiritually. The new wellness education program will
provide the necessary first steps to enhancing reporting introduce a holistic approach to student wellness that
measures related to school and student health. This incorporates the needs and priorities of students living
model will include input from a variety of stakeholders, and learning in the 21st century, and provide a
partner organizations and ministries and will consider continuum of wellness education from Kindergarten to
the following elements: Grade 12. This new direction will help achieve the goal
of enhancing the health and learning outcomes of
 indicators of success to give educators, public
Alberta children and youth
and government a clear understanding of how
well student learning and health goals are being
achieved, identify program areas that need
improvement and set program priorities for the
future.