The stroke education curriculum improved student assessment scores from 46% pre-intervention to 73% immediately post, with a score of 67% at six weeks follow-up.
Does an eight-session stroke curriculum improve knowledge of stroke risk, symptoms, and emergency response in high school students?
A teacher-led stroke education curriculum embedded into a high school science class is feasible and supports short-term knowledge gains regarding stroke recognition and response.
Tasa de eventos absoluta: 0% vs 0%
Background: High school students may be able to communicate complex health topics to peers and adults. Despite this potential, few studies have evaluated the role of high school students in community health, making them an underutilized group for disseminating health information. We pilot tested a curriculum embedded in a high school science course to improve knowledge of stroke risk, symptoms, and emergency response. This pilot is a preliminary step toward evaluating youth stroke education as a strategy to improve community health. Methods: In April 2025, Derby High School (Derby, CT) piloted an eight-session stroke curriculum within an 11th-12th grade Anatomy&Physiology course. In Derby, 40% identify as people of color and 50% of households are cost-burdened, spending over 30% of income on housing. Developed by teachers and academic neurologists, the curriculum covered stroke risk factors, symptoms, and emergency response through lectures, hands-on activities, and a mock stroke code with role-playing. Students completed a 15-point assessment adapted from the Stroke Action Test before, immediately after, and six weeks post-curriculum. Teacher interviews and student reflections described curriculum strengths and weaknesses. Results: 15 students participated. All 15 (100%) received parent permission to complete the assessments. Of these, 13 (87%) students completed the pre-assessment, 12 (80%) the immediate post-assessment, and 6 (40%) the 6-week follow-up. Average scores rose from 46% pre-intervention to 73% post and 67% at six weeks. Written feedback from students reported increased confidence responding to stroke symptoms and an understanding of the urgency of timely action. Feedback from teachers and administrators recommended additional resources to support hands-on activities. Despite challenges, teachers reported that they plan to expand the curriculum to a school-wide course and do not anticipate barriers to continuing to teach about stroke without external support. Conclusion: This pilot suggests that a teacher-led stroke curriculum can be embedded into a high school science class and support short-term knowledge gains. Limitations included small sample size and missing data due to difficulty reaching students at the 6-week follow-up, which coincided with graduation. Future work should evaluate this approach in larger, more diverse settings to assess its impact and feasibility for broader, sustained implementation.
Namian et al. (Thu,) reported a other. The stroke education curriculum improved student assessment scores from 46% pre-intervention to 73% immediately post, with a score of 67% at six weeks follow-up.