Restructuring Physical Education & Health Class as Holistic Well-being

Our well-being is tied to more than just our physical health, and it’s time that our education system reflects that.

Introduction
Health & Physical Education curriculum is outdated. If we were to take our country’s Physical Education (PE) standards as a means of defining what it means to be well, then the definition would lie somewhere between games of kickball and the dreaded annual timed-mile run. Similarly, if we were to examine our country’s Health Class standards and attempt to define wellness, the definition would lie somewhere between explanations of the effects of puberty and the ability to differentiate tendons vs. ligaments. 

I’m certainly not making the case that the aforementioned lessons are trivial or unneeded. Organized sports nurtures teamwork, measurable fitness goals demonstrate progress, a study of how the human body changes during teen years leads to a better understanding of growth and development, and a basic knowledge of how our bodies works helps prevent injury. Undoubtedly, these lessons are good for our physical health, but the reality is that our well-being is tied to much more than simply our physical body. To be well means to be healthy overall - not just physically, but also socially, emotionally, intellectually, financially, occupationally, spiritually, and environmentally. 

We’re all expected to navigate holistic wellness on our own, but we don’t properly train students how to do so. Students are trained to flip through flash cards of terms that they won’t remember after the test, but they’re expected to manage stress, emotions, and relationships without any guidance. It’s only after graduating that we begin to ask ourselves why we learned how to memorize and unload 100 terms onto a piece of paper but we didn’t learn how to take care of ourselves. We can't keep asking “Why didn’t we learn about that in school?” We need to take action to transform American high schools, both public and private, to empower students with the knowledge and skills needed to balance all eight of these components of wellness.

In the following essay, I ask eight "what if?" questions followed by curriculum ideas for a new class, Holistic Wellness, which can empower our students to live happier, more fulfilling lives. 

I. Social Wellness – What if we empowered students to communicate effectively and build strong support systems?
Beginning to manage complex relationships for the first time as a student presents its own set of challenges. The introduction of social media platforms makes these barriers even harder to overcome. This is particularly concerning for high school students who spend 1-3 hours a day on social media, on average. Technology can be a powerful tool to keep us connected, but it should not be used at the expense of our ability to communicate with one another. 

Let’s teach our students that in-person communication is a two-way street; the ability to express one’s thoughts and ideas is certainly important, but the ability to actively listen is just as essential. Anyone can talk endlessly. Not everyone can practice active listening endlessly. Why? Active listening is hard work. It requires a neutral or nonjudgmental stance surrounding what is being said. The ability to be patient and not rush to fill silence allows the person who is speaking to collect their thoughts and continue to share. Non-verbal affirmations such as nodding our head and maintaining eye contact show that we are engaged. Instead of analyzing what the person has said, the active listener summarizes what they have heard, thereby confirming their understanding of the speaker’s thoughts; this give and take lays the foundation for mutual understanding and harmony within relationships – the foundation of a sound support system.

What are support systems? They are comprised of people who truly know who we are; they accept us for who we are, and they have faith in us. This requires that we reveal who we are to others. Showing who we are to others can be daunting and may instill feelings of vulnerability, but unveiling our true selves helps us determine who should and should not be included in our support systems. Again – we want that system to be comprised of people who accept us and encourage us, so those who demonstrate positive feelings toward us and do not make us feel guarded or exposed are more likely to be a part of our support system. The reality is that support systems may change over time, and that’s okay. Someone can still be in your life without being a part of our support system or inner circle. We should focus on elevating positive influences to positions of support in our lives. This makes us more resilient and more prepared to reciprocate positivity and support to others during both good and bad times. 

Social Wellness Curriculum Ideas:
  • Introduce the concept of a dopamine detox (outlined here by Brandon Zhang) to students to decrease the Fear of Missing Out (FOMO) and the constant craving of likes produced by social media
  • Facilitate an in-class exercise to build active listening skills by practicing non-verbal affirmations
  • Facilitate individual class-work where students map out their support systems visually on a piece of paper and ask them to highlight positive/negative influences (assignment not to be turned in and can be completed outside of class for privacy; provide school counseling resources if student would like to follow-up on navigating their support system in private)

II. Emotional Wellness – What if we empowered students to be self-aware of their emotions and have a positive approach to dealing with them?
Self-awareness is key to identifying how we feel. By cultivating the ability to identify what emotions we are experiencing in the moment, we are then better able to identify what incited those emotions. This awareness allows us to better convey not only how we feel but also why we feel a certain way. Oftentimes, the ability to verbalize the “how” and the “why” can mitigate (or even possibly avoid) conflict.

There are many practices that strengthen self-awareness and continuously allow us to check in with our emotions. In my own life, I find that journaling is the best practice. Writing down my daily thoughts allows me to be intentional about bettering myself each and every day. It also encourages me to be honest – to celebrate my strengths, to confront my insecurities, and to develop strategies to address my weaknesses. This practice allows me to bring who I truly am into my relationships – thus making them stronger.

A vicious cycle can ensue if, upon recognizing our own emotions, we become upset that we feel a certain way – thus creating more emotion. In order to prevent this vicious cycle, we must have a positive mindset to dealing with our emotions. This requires us to recognize that we are all human. At some point in time, we have all felt sad, angry, scared, happy, and strong. The emotion themselves are not bad - how we act if the emotions go unchecked is. 

Emotional Wellness Curriculum Ideas:
  • Facilitate journaling exercises in the classroom to introduce practices of self-awareness
  • Develop a lesson plan on the importance of acknowledging emotions with a positive approach instead of trying to suppress them

III. Intellectual Wellness – What if we empowered students to break out of the “beat the test” culture and become lifelong learners driven by curiosity?
Most high school students do not care if they learn. They care if the grade at the end of the class boosts their GPA. According to Paul Graham, learning to get good grades is “The Lesson to Unlearn.” A student who gets a B- in class can learn much more than a student who gets an A+. Grades do not measure growth. Grades are hackable. Grades stop at the walls of an institution. Growth boundlessly flows into all areas of the world. 

So what leads to growth? Learning driven by curiosity. Too many of us believe that learning is “finished” once we leave an educational institution or we receive that piece of parchment. However, if that institution has done its job properly, students will have received more than just a credential. In the best-case scenario, students leave inspired to never stop learning. Rather than being driven to learn because of a reward system consisting of inputs and outputs, they learn for the sake of the process, and they learn for the love of learning itself. The love of the journey will outpace any collection of credentials, no matter how hackable they are.

Intellectual Wellness Curriculum Ideas: 
  • Facilitate exercise where students fill out a Venn Diagram per David Perell’s “Personal Monopoly” – a combination of personal skills and what people consider valuable – in order for students to identify areas that they are curious about, want to grow in, and can become unique and known for
  • Have each individual student complete a mini-independent research project. Before performing any research, each student submits a 1-page paper on one single question: “What do you want to learn about in school but have not yet had the chance to?” Have teachers help each student brainstorm a topic. The key to this idea is letting the student be in the driver's seat (idea developed after reading “What are We Trying to Measure After All?” by Ana Lorena Fabrega)

IV. Financial Wellness – What if we empowered students to responsibly manage their resources?
When they reach the age of 18, students across America are encouraged to jump headfirst into a pile of debt without giving them the proper education about what this debt truly means. We should provide the information and tools necessary for each student to perform a cost/benefit analysis of their options after high school – go to college vs. get a job out of high school, attend a state school vs. attend a private school, obtain a loan vs. pay full tuition.

We have a responsibility to educate them at an early age about saving money and about the power of compounding interest. Small investments at the end of your teenage years lead to HUGE gains if you leave your money in the market until retirement.

I kept one single paper from my high school career (in addition to my diploma). My former accounting teacher and golf coach, Mr. Matthews, gave us each this paper to encourage us to understand the immense power of compounding interest. A total investment of $20,000 from ages 18-27 at $2,000 per year out performs a total investment of $70,000 at $2,000 per year from ages 31-65. The power of compounding interest is mind boggling. The example above assumes an annualized return of 7% is achieved. The S&P 500 averages a 7.2% annualized return since 1960. Park your money in a basic S&P 500 index and let it grow. (*Obligatory: I am not a financial advisor and you should consult a licensed professional for investment advice).



Financial Wellness Curriculum Ideas: 

  • Perform cost-benefit analysis of different paths available to students after high school (college, trade school, full-time job, etc.)
  • EVERY student in America should have to review the chart above before graduating high school



V. Occupational Wellness – What if we empowered students to manage a work-life balance and to recognize their civic engagement duties as citizens of the United States?

Whether they are college-bound, trade-school bound, or workforce-bound directly out of high school, students need to know that taking pride in the work they do can be a huge source of happiness. Each student should be equipped with this set of questions:


  1. Does your job (or program of study) allow you to grow professionally and personally? 
  2. Do you feel as though you are being challenged? 
  3. If not, what can you do to lay out a strategy and build towards where you want to be? 
        

The answers to these questions will look differently based upon individual paths, duties, financial situations, and goals, but that’s okay. At some point in each of our lives our answers to questions #1 and #2 is “No.” When this occurs, it is our responsibility to utilize the resources around us (educational resources at a local library, online courses, relationships with mentors) to build a path towards a more fulfilling role.

We also have a responsibility to reshape career day. While some students may go on to serve their communities as firefighters or policeman, the majority of students will not. Let's bring in software developers, data scientists, and solo entrepreneurs to paint an accurate picture of the different types of occupational lifestyles in the modern day workforce.



While there are endless career paths available, there is one duty that we all share and one that we should recognize as a part of our collective occupation; we must all recognize our duty to be an engaged citizen in an effort to continuously improve our democracy. We need to empower students to embrace and exercise their own voice in the local, state, and federal governments which serve them. It is not only our right to participate in democracy – it is our responsibility. The importance of voting, volunteering in the community, and staying engaged and informed about important issues should be instilled at an early age and nurtured throughout the education continuum.



Occupational Wellness Curriculum Ideas:

  • Provide students with a self-questionnaire with questions #1-3 to be referenced any time after graduation
  • Develop lesson plan on the importance of students using their voice in the local, state, and federal governments throughout their life no matter their background or where they are headed
        

VI. Spiritual Wellness – What if we empowered students to explore their own beliefs and discover a sense of purpose?

The phrase “spiritual wellness” may initially invoke some hesitancy, especially within the public-school system. Rather than focusing on religion, we should focus on teaching students practices of mindfulness. This component can entail guiding students to explore their own sense of self and provide them with methods to effectively manage stress, exhibit compassion, and live in the present moment. This may include practices such as meditation, breathing techniques, and yoga. This can help reduce anxiety, improve attention and focus, and can bolster a sense of calm as well as compassion.



Spiritual Wellness Curriculum Ideas:

  • Perform guided meditation in-class (can be done via meditation recording on YouTube or in-person by the teacher)
  • Facilitate a yoga class (can also be done via recording on YouTube or in-person by the teacher)
  • Practice 5-second and 10-second breathing techniques that can be used to decrease stress and refocus attention anytime, any place
        

VII. Environmental Wellness – What if we empowered students to practice sustainable habits and seek refuge from daily stress in the outdoors?

The destruction of our collective home has become a political issue. Allow me to reframe the issue here. In this essay, up to this point, we have determined that self-accountability in all other facets of our lives leads to increased levels of well-being. If we own and are aware of our relationships, our emotions, our intellectual journey, our occupational journey, our finances, and our spiritual well-being, then it leads to better outcomes. Why would the benefits of accountability not apply to the planet which we all call home? A lack of ownership for our own actions affects the home of those who came before us and those who will come after; it is a disservice to both past and future generations, but it is also a disservice to ourselves in the present moment. 



Mass consumption, which we oftentimes use as a poor substitute to avoid confronting and becoming aware of our own eight components of wellness, is not an excuse to create a world where we do not all have access to clean air and clean water. Not to mention, given the digital media environment, we can all benefit from spending quality time outdoors, and embracing the opportunity to “unplug” for a while. Experiencing the great outdoors and taking time to appreciate our natural world can nurture the courage, self-accountability, and silence needed to reflect upon our collective well-being.



Environmental Wellness Curriculum Ideas:

  • Facilitate an Envirothon to emphasize hands-on, team-oriented problem solving (see Massachusetts example here) as a group project exercise in the classroom
  • Present the impact that 2hrs/week (study here) in the outdoors can have on well-being
        

VIII. Physical Wellness – What if we empowered students to feel good and full of energy? 

I know what you’re thinking – “I thought you said we already focus too much on physical health too much under current education standards.” We do, but even the existing physical wellness needs to adapt. We need to hone our focus on what we teach about physical health. 



In the age of Instagram, let's show our children what healthy fitness looks like. Let’s teach them how to properly care for and be proud of our bodies – not worse because we’re comparing ourselves to someone else. 



Let’s talk to students about getting quality sleep. When we are sleeping, our bodies have the opportunity to recover from the stress that we have endured throughout the day. If we are not well-rested, we are more prone to carry over the stress from yesterday into tomorrow. Among the worst effects of poor sleep is the inability to be present during the day. I know that I wasn’t always present during my time in high school. If I didn’t have a meeting after school, I went straight home to nap. Unfortunately, taking that nap meant I would not fall asleep until late that night. This in turn caused me to be tired the next day and in need of yet another nap. Repeat this cycle over and over again, and you’ve got a student who may be in the classroom physically but is just not there mentally.



Staying hydrated and fueling our bodies with good nutrients also has profound effects on our physical health. Simple tips such as drinking 16 oz of water right as we get out of bed can help us wake up. Learning how to cook a few quick, nutrient-rich meals as a teenager is a huge asset. Let’s teach our students that they can make great tasting, nutritious food on their own.



Physical Wellness Curriculum Ideas:

  • Develop a lesson plan on the difference between looking good (how filters, posing, and photoshop on social media can manipulate images) and feeling good (eating healthy, working out, promoting positive body image)
  • Develop a lesson plan on the importance of good sleep with tips on how to get better sleep
  • If a home economics classroom with an accessible kitchen is available, facilitate an exercise where groups cook a nutritious meal together
  • Develop a lesson plan on the importance of proper hydration
        

Conclusion

We have a responsibility to empower students with the language and the courage to have conversations that will set them on a path towards well-being in any environment. COVID-19 only makes the issue more pressing. As we work to beat the virus, students in isolation need to be empowered with the courage and the language to have important conversations about their well-being. Coronavirus is not the only threat to our holistic wellness when we are in isolation, and we are not keeping our kids safe if they think that they’re alone in this struggle. These are not changes that we need to make in some far off future. These are changes that need to happen now. The ability to have these conversations can lead to increases in happiness, stronger relationships, increased levels of empathy/compassion, deeper curiosities, less anxiety, a cleaner world, and increases in financial stability – just to name a few benefits. It is a journey, not a destination, that requires continuous improvement, but our students can learn to enjoy their journey no matter where life takes them if we choose to empower them with an understanding of holistic wellness.

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