At Slippery Rock University (SRU) PA, we’re working towards achieving SHAPE America’s 50 Million Strong by 2029 commitment through our new School Wellness Education program (that includes teaching certification in health and physical education). We began this program redesign by thinking about our purpose and asking ourselves the question, “Why?”

Why SRU Created Something New
In 2011, the job market for physical and health education teachers was bleak even though health data showed that schoolchildren were more likely than ever before to be inactive, overweight, and unhealthy. At SRU and across the country, enrollment in health and physical education teacher preparation programs was declining. Simultaneously, college-bound health and wellness enthusiasts flocked toward careers in Exercise Science, Public Health, and related wellness professions.

Recognizing this changing career landscape and its programmatic impact, SRU’s department chair felt inspired to act. Experts both from within the fields of physical and health education and innovative thinkers outside of the field were asked to identify what the university could do to improve its teacher education program, and perhaps more importantly to identify what SRU could do to help those outside of our profession see the value in supporting quality public school health and physical education.

The story of Welles Crowther is not only a heroic one, but an educational one as well. It displays many of the ideals that we try to instill in our students on a daily basis such as leadership, confidence, critical thinking, social responsibility, selflessness and persistence to name a few.

Welles Crowther grew up in Nyack New York, where he is remembered as a star athlete, community leader and the boy – soon-to-become man – with the red bandana. When Welles was a young boy, his father gave him two bandanas and some fatherly advice. His dad told him that one of the bandanas was for show and the other one was to blow his nose with. One of those bandanas was red and Welles had it with him everywhere he went. Whether it was in his pocket or under his lacrosse helmet he was never without his red bandana.

Upon graduating from high school Welles went on to play lacrosse at Boston College, and from there he went to work in the World Trade Center. Welles was at work on September 11^th. He was in the buildings when they were hit and he remained in them when they fell. However, unlike many people trapped in the buildings that morning, Welles had an opportunity to get out. Instead, he chose to help others to safety.

I’ve read with admiration and excitement about SHAPE America’s 50 Million Strong by 2029 commitment. It’s a noble and worthy undertaking. If, or should I say “when” successful, the reduced healthcare costs will be transformational to our nation’s health and fiscal future.

As someone who works with college students and other emerging adults (18-29), I have a slightly different vantage point. Year after year I see students who were involved in physical education, athletics, dance, cheer, marching band etc., in their K-12 schooling, yet as they enter college become virtually inactive. It’s become clear to me that this transition period out of high school is a crucial crossroads in the lives of millions of young graduates each year. This is true not only with regard to physical activity and nutrition, but also on many other levels and dimensions of their lives.

In reality, students transitioning from high school to college still have much more maturing and development ahead of them. Although society sees this time point as the beginning of adulthood and self-responsibility, it’s vital that our high school graduates get the knowledge and support they need to make a successful transition to college and adulthood in a more well-reasoned, comprehensive and intentional manner. We need to approach this pivotal time in their lives with the care and emphasis it deserves, and focus on giving them a more effective and thorough preparation for the life challenges ahead of them.