From HKIS to the World

Rita’s contribution emerged through the HKIS health program’s broader global connections which have deepened in recent years thanks to High School Health Teacher Amy Smith. Amy is well known for her work with leading organizations such as SHAPE America, which develops health and PE standards followed globally (similar to the Common Core for Language Arts). Amy had previously worked with editors Holly Alperin and Sara Benes, and knew that the second edition of their book needed a chapter on health advocacy. She recognized that Rita’s Grade 8 advocacy unit embodied exactly what the editors were seeking.

“When they said they needed a chapter on advocacy, I immediately thought of the work our students are already doing,” Amy explains. “It’s real, it’s meaningful, and it reflects what skills-based health looks like in action.”

The resulting chapter adapts Rita’s existing curriculum into a comprehensive resource—complete with lesson plans, scaffolding, and assessments—designed to be used by educators across diverse international contexts in classrooms around the world.

At the core of this recognition is HKIS’s commitment to a skills-based approach to health education. Traditionally, health classes focused on content—topics like nutrition, substance use, or human development. Skills-based health shifts the focus to what students can do with that knowledge. It emphasizes transferable competencies such as communication, decision-making, accessing reliable information, and advocacy.

As Amy puts it, “The goal isn’t just for students to know something—it’s for them to practice skills they’ll use for the rest of their lives.” This approach ensures that learning remains relevant regardless of changing social contexts or future challenges.

Rita’s featured unit centers on advocacy, one of the most complex and empowering of these skills. In her classes, students explore how advocacy can range from small, personal actions—such as asking for help or supporting a friend—to larger initiatives that influence school policy or community practices. Projects are student-driven, grounded in real issues, and often involve engaging with stakeholders across campus.

“I think one of the most powerful takeaways for students is realizing that advocacy comes in all shapes and sizes,” Rita says. “Whether it’s speaking to one friend or addressing the whole school, it all matters—and they see that they can make a difference.”

This philosophy aligns closely with HKIS’s broader mission of cultivating service-minded, reflective learners. Advocacy projects often intersect with student-led initiatives, from improving cafeteria offerings to supporting well-being campaigns, reinforcing a sense of agency and purpose.

Rita’s recognition also reflects the rapid growth of the HKIS Health Program. Thanks to Amy's leadership over the past several years, the program has expanded from a limited offering into a fully articulated, K–12 experience supported by three dedicated health educators. Health is now embedded more intentionally across grade levels and has recently been formalized as a graduation requirement at the high school level.

Looking ahead, the focus is on sustainability and continued growth. Leaders aim to strengthen instructional time in Middle School, deepen alignment across divisions, and ensure the program remains embedded within the school’s long-term vision.

Rita’s contribution to this global publication marks an important milestone—but it is also a reflection of something larger. As Amy notes, “It shows how far we’ve come as a program—and how much potential there is for what’s next.”

At HKIS, advancing skills-based health is a commitment to equipping students with the confidence, agency, and tools to navigate—and shape—their world.