Welcome to the undergraduate School Health Education program at the University of Wisconsin La Crosse. We invite you to learn more about the program by selecting the appropriate tab above. For additional information, please contact:


Lori Reichel, Ph.D.
202 Mitchell Hall
University of Wisconsin-La Crosse
1725 State Street
La Crosse, WI 54601

The School Health Education (SHE) major at the University of Wisconsin La Crosse has been preparing certified school health education professionals since the early 1970’s. The faculty and academic staff in the Health Education Health Promotion Department have extensive teaching experience. The School Health Education major facilitates the learning of candidates for a Pre K-12 teaching licensure in School Health Education (Early Childhood – Adolescence EC-A). This includes a variety of learning experiences for students to gain an understanding of both the profession and the skills to teach children and youth healthy skill development, with the infusion of age and developmentally appropriate content.

Graduates from the SHE program can become health teachers, school health education coordinators, and developers of health promotion and wellness activities for children and youth within the community.

The Wisconsin Department of Public Instruction (DPI) is the state agency that advances public education in Wisconsin. This agency supports the instruction for school health education teacher candidates, and constitutes the assessment process for graduating students in the Interstate Teacher Assessment and Support Consortium (InTASC). These standards include:

  • Standard 1 - Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotion and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • Standard 2 – Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments which enable each learner to meet high standards.
  • Standard 3 – Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation
  • Standard 4 – The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches, and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • Standard 5 – Application of Content – The teacher understands how to connect concepts and use differing perspective to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Standard 6 – The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers’ and learner’s decision making.
  • Standard 7 – The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and community context.
  • Standard 8 – The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Standard 9 – The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Standard 10 – The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.


Our vision is to be a national leader in the preparation of school health educators by providing best practice instruction in school health education focusing on standard/skill based instruction. We believe all children and youth, as well as educators and community members, have the right to healthy lives.


To prepare future professionals in supporting positive health behaviors and wellness in children and youth. Our program prepares and supports health educators who exemplify innovative professional competencies to educate and support the well-being of children and youth.

To pursue this mission, School Health Education faculty and staff will collaborate to:

  • Provide the highest quality professional preparation.
  • Cultivate professionals who are motivated, self-directed, continuous life-long learners.
  • Facilitate the development of School Health Education professionals.
  • Assist professionals to reflect on their knowledge, skills and dispositions and attain Wisconsin licensure.
  • Provide innovative professional development opportunities.
  • Advocate for the whole child and the advancement of child/youth health education.

Program Student Learning Outcomes (PSLOs)
Upon graduating, students will:

  1. Understand the profession of health education. This includes basic knowledge of health principles, philosophies, history, roles and responsibilities, settings and future trends.
  2. Apply current health education content and best practice strategies to educate children and youth.
  3. Possess the skills needed to be an effective health educator for children and youth (including, yet not limited to, National Health Education Standards (NHES) and InTASC standards, as well as Areas of Responsibilities and Competencies).
  4. Model and advocate for children’s and youth’s health and education.
  5. Demonstrate professionalism, including positive relationship building, effective interpersonal skills, and honest reflection on work and performance.
  6. Have experienced teaching children and youth in a variety of contexts.

Application to the School Health Education Program requires the student to contact the College of Science and Health academic advisor to initiate the steps for acceptance.

Mr. Guy Herling
Academic Services Director
105 Graff Main Hall

Teacher Candidates enrolled in the School Health Education Program will ultimately be assessed through a portfolio process. These pre-service teachers will develop two portfolios:

  1.  “Preparing to Teach” Portfolio during their second clinical experience. 
  2. "Student Teaching" portfolio completed during their last semester on campus. 

Each teacher candidate will work with a portfolio advisor throughout this two-step process. 



Once school health undergraduate degree requirements have been met, and Pre K-12 licensure confirmed, graduates may seek employment in a public or private school district teaching elementary, middle, or high school learners.  It is important to note often school districts give priority to professionals who are also certified to teach an additional content area.  While most frequently, pre-service health teachers complete additional work in physical education, accumulating credits for a “double major”; other teaching content areas have been acquired as well.  Health education majors or minors, with an elementary education major, places a valuable asset in the elementary curriculum planning faculty and sets the stage for health education to begin from the outset of a child’s school experience.  Majors or minors in science, languages, English and math have given the young professional teaching skills and knowledge consistently in demand by school districts.  These combinations have been beneficial in making the candidate more marketable as they consider positions in health education.  University of Wisconsin La Crosse graduates have successfully obtained teacher licensure in other states by fulfilling licensure expectations for that state.  Positions in community agencies which focus on the health of Pre K-12 youth have also been viable options for the UWL school health educator.

For more information on the SHE Major requirements and sample schedules please visit the UWL Records and Registration Undergraduate Catalog.