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Using Health Data with Students

“Knowing the data makes me more passionate about seeing how we can make a change and bettering the mental health of our peers. Advocacy is the very first step in making change. You are able to push for what you believe in.”

“I find health education important. I was able to see the data and actually learn about something that I didn’t really want to learn about but got intrigued by it. So now, it gave me a sense to think about myself and what I should do now and the future because I’m slowly trying to change myself for the better. It opened my eyes to a bigger world.”

About the Youth Risk Behavior Survey

The YRBS is administered in odd-numbered years to Hawaiʻi public school students in grades 6 through 12 to monitor priority behaviors that contribute to the leading causes of morbidity and mortality among youth and young adults (Saka, 2021).

Age and developmentally appropriate use of YRBS data within Health Education classes may be used to build student interest in a health topic, challenge youth perceptions on health behaviors, and support health skill development (e.g., evaluate and analyze health information, advocate for the health of self and others). The YRBS data may also be used to identify key areas of focus for curriculum design and professional development.

Using Health Data

Engaging students in developing and applying health literacy skills provides a powerful voice to our students.

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For the advocacy standard, students can make requests to promote personal health and encourage others to make positive health choices. Students may also explore a health issue within a community, seek and design potential solutions, then advocate for the community’s health.

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In February 2019, the State Student Council was presented with the 2017 Youth Risk Behavior Survey (YRBS) results, discussed the data and health issue of their choice with their peers, and shared their health-promoting message with the whole group. After this learning opportunity, students shared that this experience strengthened her motivation to improve the mental health of her peers through advocacy.

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Our students value opportunities to collaborate around relevant health issues and make a positive difference for the health and total well-being of others.

May 2023

HIDOE Health Education/Hoʻonaʻauao Olakino

E Ola Pono. E Mālama I Nā Piko.

Live Pono. Nurture Thriving Connections.

Learn more at bit.ly/LearningDesignHealth

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Reference

Saka, S. M., Gerard, K., & Afaga, L. (2021). Results of the 2019 Hawaiʻi state and counties youth risk behavior surveys (YRBS) and cross-year and national comparisons. University of Hawaiʻi at Mānoa Curriculum Research & Development Group.

Learn More

Hawaiʻi Health Data

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Hawaiʻi YRBS

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National YRBS

Example Reflection/Discussion Prompts

Reviewing Health Data

  • What did you notice?
  • What improved? What didn’t?
  • What does this data tell you? Not tell you?
  • What other questions came to mind?
  • What other data sources could you explore further?

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Connecting to Classroom and School Efforts

  • What might have contributed to improvements?
  • What are priority areas of focus for strengthening protective factors and reducing risk behaviors?
  • Where might we strengthen collaboration within and beyond our school? Consider the following:
    • Safe, nurturing, and inclusive learning environments
    • Standards-based curriculum, instruction, and assessments
    • Services and supports for students
    • Resources, professional development, and supports for staff

Ideas for Using Health Data

How might you use and share health data?

Health data could be used to:

  • explore perceptions, norms, and behaviors;
  • build awareness for and interest in health issues;
  • develop health-promoting messages;
  • uplift strengths, improvements, and assets
  • inform program goals and activities; and
  • strengthen practices, projects, programs, and policies.