Health Teacher Newsletter: Club and Activity Newsletter

Health-related extracurriculars serve a function that classroom health education cannot: they build the community conditions that make health behavior change possible at the school level. A peer health education program, a wellness club, or a mental health awareness group creates student leaders, reduces stigma, and makes health resources visible and approachable. But none of that happens if families are confused about what the club does or hesitant to let their student participate in something they do not fully understand.

This guide covers how to write a health extracurricular newsletter that explains the program's purpose clearly, describes what students actually do, and gives families the information they need to encourage their student to participate.

Open with what the group does, not what it is

Lead with specific activities rather than a mission statement. For a peer health education program: "Peer health educators at Westfield High School deliver 30-minute health workshops to sixth and seventh grade classrooms on topics including stress management, healthy friendships, and decision-making about substances. Educators work in pairs and are trained by the health teacher before leading any classroom sessions." For a wellness club: "The Wellness Club meets Tuesdays from 3:00 to 4:15 PM and focuses on three areas: movement (yoga, stretching, and recreational games), nutrition (monthly cooking demonstrations using whole foods), and mindfulness (guided relaxation and breathing exercises). No athletic skill is required to participate."

Address why this kind of program exists in a school setting

Some families wonder why health advocacy or wellness belongs in an extracurricular rather than just in class. Address it briefly. "Health behaviors are shaped by community norms as much as by individual knowledge. A student who has accurate information about healthy sleep but whose peer group normalizes staying up until 2 AM on school nights will struggle to apply that knowledge. Peer health education and wellness clubs shift community norms by making healthy behavior visible and socially acceptable. The research on peer health education consistently shows that students are more influenced by trained student peers than by adults on health topics."

Describe the time commitment and meeting schedule clearly

Give families the complete schedule including training time if applicable. For peer health educators: "The program begins with a 12-hour training in October (two Saturday sessions from 9 AM to 3 PM on October 4 and 11). After training, educators commit to delivering three classroom presentations per semester, each 30 minutes during school hours. Total additional time commitment beyond training: approximately six hours per semester." For a wellness club: "Meetings are Tuesdays from 3:00 to 4:15 PM starting September 16. Attendance is encouraged but not required at every meeting; students can participate when their schedule allows."

Explain any training or certification the program involves

If the extracurricular involves training students to lead health conversations with peers, describe what that training covers and who provides it. "Peer health educators complete training in facilitation skills, age-appropriate health content for the grade levels they teach, and how to respond when a younger student discloses a concern (they are trained to refer, not counsel). Training is provided by me in partnership with the school counselor. Students who complete the program receive a service learning certification letter that can be included in college applications."

Be direct about what the program is not

For a mental health awareness club or peer health program, address what the club does not do. "This club is not a support group and does not provide counseling or clinical services. Members who hear a peer express a serious concern during a club activity are trained to connect that person with the school counselor, not to handle the situation themselves. The club creates community conditions that make it easier for students to seek help from trained adults when they need it." This clarity prevents families from either overestimating or underestimating the program's scope.

Include a sample excerpt from a peer health educator newsletter

Here is a brief example:

"The Peer Health Education Program is accepting applications for the 2026-27 cohort. Peer educators are trained upperclassmen who lead health workshops for sixth and seventh graders on stress, healthy relationships, and decision-making. Training is two Saturdays in October (9 AM to 3 PM, October 4 and 11). After training, educators commit to three classroom presentations per semester. Students receive service learning credit and a program certificate. Applications are available at [link] and are due September 19. Contact me at [email] with questions."

Explain what families can do to support their student's involvement

Give families specific ways to reinforce the extracurricular involvement at home. "Ask your student what they learned or practiced in this week's wellness meeting or training session. Showing interest in the content is more supportive than asking whether they attended. Students who can explain a stress management technique to a family member after a wellness session have internalized it far more effectively than students who experience it passively in a meeting."

Close with the sign-up process and your contact information

End with a single clear action for interested families or students, a deadline, and your email address. For a peer health education program: "Applications are due September 19 at [link]. Contact me at [email] with any questions about the program or the time commitment." A clear next step and a point of contact are the two elements that convert interest into applications.