Adult Life-Span Development Is Largely Missing From the PK-12 Health Standards: A Risk Factor for U.S. Society

Abstract

Abstract Background and Objectives Scholars have lamented that the PK-12 system in the United States does not provide instruction about development across the life span. Indeed, graduates of the U.S. system tend to perform poorly on knowledge tests concerning middle and older adulthood and to agree with false information about aging (negative stereotypes of older adults). This study systematically reviewed for the first time the health education standards (HES) set by the board of education of all 50 states and the District of Columbia. Research Design and Methods HES were downloaded from each state’s department of education website between September 25, 2021 and December 17, 2021 and then systematically coded. Results Almost all states (47–49) mentioned each of the 8 National Health Education Standards, suggesting compliance with national guidelines which are not specific to adult life-span development. Whereas all states’ HES referred to instruction concerning childhood (n = 51) and adolescence (n = 51), few states’ HES referred to instruction about early adulthood (n = 22), middle adulthood (n = 9), and late adulthood (n = 11). Only 23 states mentioned an intention, broadly-speaking, to cover instruction concerning all of life-span development. Discussion and Implications These findings reveal a hole in U.S. HES concerning early to late adulthood and a risk factor for society. These findings signal an alarm on the significant, overdue need for PK-12 education about life-span development, especially with rapid population aging and the far-reaching negative effect of poor aging knowledge on ageism as well as the health and well-being of all age individuals.