Integration of Health Education into the Classroom Teaching of Other School Subjects in Plateau State

Cross-curricular integration of health education content can extend health learning beyond the dedicated health education period, reinforcing messages through multiple subject contexts and increasing instructional time for health topics. This study examines the extent of health education integration into the classroom teaching of non-health subjects in secondary schools in Plateau State, North Central Nigeria. A descriptive survey design was employed, with 200 teachers from six subject areas, including biology, home economics, social studies, civic education, agricultural science, and integrated science, completing structured questionnaires. Lesson observation data from 90 lessons across three schools supplemented the questionnaire findings. Health education integration was assessed against a content framework covering physical health, mental health, social health, nutrition, safety, and environmental health themes. Findings reveal that integration is most commonly observed in biology and home economics lessons, and largely absent in civic education and mathematics. Where integration occurs, it is opportunistic rather than planned, reflecting a lack of structured curriculum guidance. Only 17 percent of teachers report receiving any training in health education content delivery within their subject areas. Recommendations include developing cross-curricular health education integration guides for all secondary school subjects, conducting health education workshops for non-specialist teachers, and revising subject teacher education programmes to include foundational health education competencies. The study contributes a professional framework for cross-curricular health education in the North Central zone. Keywords: health education integration, cross-curricular, secondary schools, Plateau State, curriculum