Incorporates Learning Strategies, Teaching Methods, and Materials That Are Culturally Responsive and Inclusive

Description: Effective curricula have materials that are free of culturally biased, oppressive, and discriminatory information, scenarios, examples, images, graphics, and audiovisuals.

All curricula contents (e.g., information, student-learning activities, and assessments) depict and are inclusive of diverse student demographics, identities, cultures, health behaviors, and lived experiences. This includes but is not limited to the variety of sexes, gender identities and expressions, races, ethnicities, classes, religions, ages, geographic regions, physical and mental abilities, appearances, sexual identities and orientations, and family or caregiving structures identified and experienced by students. Strategies that promote values, attitudes, and behaviors that acknowledge and affirm the cultural diversity of each student; optimize relevance to students from multiple cultures in the school community; strengthen students’ skills necessary to engage in intercultural interactions; and build on the cultural assets and resources of families and communities are necessary in health education curricula and instruction.¹

According to the Centers for Disease Control and Prevention’s Health Education Curriculum Analysis Tool (HECAT), characteristics of culturally responsive and inclusive health education curricula should include the following elements:²

1. Health content and skills tailored to specific student demographics (e.g., race, ethnicity, sex, age, and grade), identities, health behaviors, and lived experiences
2. Consistent incorporation of diverse identities, cultures, narratives, and beliefs throughout curriculum lessons, activities, and assessments
3. Consideration of the social determinants of individual and community health from diverse social, cultural, political, and historical contexts across health topic areas
4. Opportunities for students to think critically about individual (e.g., implicit bias) and systemic (e.g., institutionalized racism) factors that perpetuate health disparities and serve as barriers to health equity 
5. Incorporated strategies to help students navigate or combat stressors (e.g., discrimination, harassment, or stereotypes) and systems of oppression that negatively impact health³ 
6. Data, scenarios, and examples that communicate a positive framing of health and human development and that represent people of diverse races, ethnicities, classes, sexes, genders, abilities, and sexual orientations through strengths, achievements, and assets rather than perceived deficits

Example 1

1. The health education curriculum committee (composed of health teachers, parents, community health experts, curriculum coordinators, administrators, and school board members) is in the process of selecting a health education curriculum. They use the HECAT to help with the selection process. To make sure they select a curriculum that is culturally inclusive, they answer the Acceptability Analysis questions in Chapter 4 in the HECAT (HECAT Acceptability Analysis—pg. 4). Questions that relate to being culturally inclusive include these:
   1. Does the curriculum affirm all students, including groups of students that historically have been marginalized (e.g., LGBTQ+ students; students with histories of trauma, abuse, or neglect; students of color; runaway or unhoused students; students involved with the criminal justice or foster system; students with disabilities or functional needs; students who are young parents and caregivers), and address unique experiences, learning, and developmental needs?
   2. Does the curriculum include language that’s relevant and appropriate for the students and the community?
   3. Does the curriculum consistently feature individuals with diverse characteristics (e.g., different ethnicities, nationalities, and body types)?
   4. Does the curriculum reflect the diversity of races, cultures, sexes, genders, identities, abilities, perspectives, and beliefs found in families, the school, or the community?
   5. Does the curriculum include information and learning experiences, such as student-family activities that reflect the diversity of races, cultures, sexes, genders, identities, abilities, perspectives, and beliefs of students and families?
   6. Does the curriculum use images, stories, information, or learning experiences that avoid stereotyping people based on race, ethnicity, gender, religion, culture, country of origin, sex, age, sexual orientation, or ability?
   7. Does the curriculum avoid perpetuating negative stereotypes and beliefs about identities that historically have been marginalized (e.g., assumptions about communities of color to have low educational attainment and/or income) through images, information, stories, or learning experiences? 
2.  The curriculum committee uses the answers from the HECAT Acceptability Analysis as part of the selection criteria to make recommendations on a health education curriculum.

Example 2

For this teaching example, the unit being taught is Violence Prevention, and the HBO for the lesson is V-3: Avoid bullying or being a bystander to bullying (HECAT Appendix 3).

1. The teacher starts the class by asking students to complete the following bell ringer questions.
   1. What does the word “stereotype” mean to you?
   2. What does the word “prejudice” mean to you?
2. After a few minutes, the teacher calls on a few student volunteers to share their definition of the word “stereotype.” After students have shared responses, the teacher explains that the word “stereotype” means that there is often an untrue belief that many people have about all people or things with a particular characteristic. Stereotypes are harmful and involve making judgments and having potentially untrue or inaccurate biases about others. An example of a stereotype is that boys are better at math and science compared to girls.
3. The teacher asks different students to share definitions of the word “prejudice.” After a few students have shared responses, the teacher explains that prejudice is an unfair and unreasonable opinion or feeling, especially when formed without enough thought or knowledge.
4. The teacher places students into groups of four and asks them to discuss how stereotyping and prejudice can lead to bullying. The teacher allows several minutes for students to brainstorm answers and then calls on groups to share their responses.
5. The teacher summarizes the students’ responses:
   1. Bullying can be based on stereotypes and fears students have toward people who are different from them.
   2. Bullying can happen because of a learned belief that certain groups of people deserve to be treated differently or with less respect.
   3. When bullying happens because of prejudice or stereotyping, people are targeting others who are different from them and singling them out. This type of bullying is severe and can open the door to hate crimes.
      1. Hate crimes are violent acts committed against people because they are from a different group (e.g., race, religion, ethnicity, disability, or sexual orientation).
      2. Hate crimes are serious offenses and can carry significant negative consequences. 

The teacher places students back into groups of four and asks them to create a top 10 list of how to stop or reduce prejudice and stereotyping in their school. The teacher then has students share and post the lists outside of the classroom.

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