onship between health and education. Children need to be healthy to learn, and they need to be well-educated in order to stay healthy. A 1988 survey of teachers revealed that more than two-thirds found that "poor health" was a problem among their students (McGinnis & DeGraw, 1991, p. 296).
Health education can no longer be an add-on feature of an already beleaguered curriculum. It must be fully integrated into the lives of students, families, teachers, administrators, and noninstructional staff, in order that optimum health is demonstrated in all lives associated with the educational process. The health of the nation's children is important to their families and to their communities. It is only with the goal of promoting good health that the destructive cycles of addiction, too-early pregnancies, and developmental delays in unwanted children can be arrested. Admittedly, schools cannot take on all the burden of planning and implementation, but creative ways ca be identified to mobilize resources within the communities--health departments, business and industry, social services, private foundations, and other groups can work with the schools as partners to develop comprehensive health programs which support children in every area of their lives (McGinnis &
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