Healthy Futures
Healthy Futures incorporates classroom-based education, peer education through after-school and summer programs, parent education workshops, school and community connections, and web-based resources to meet these aims.
The program was designed to be implemented and evaluated in a school-based classroom setting. It was also designed to include optional interacting components that occur after-school and online.
Healthy Futures NU-CULTURE provides the original evaluation tool for licensed users.
Last updated in 2024
The data presented on this page reflect responses from the program’s developer or distributor to a program component checklist that asked them to report on the individual components within their TPP program. The same program component checklist was sent to the developer or distributor of every active TPP program with evidence of effectiveness. The program component table provides information on seven types of program components including content, delivery mechanism, dosage, staffing, format, context, and intended population characteristics; whether the component was present or optional in the program; whether the component is considered to be core to the program; and the lesson number or activity where the component can be found in the program.
In the drop-down menu below, under “Has component,” there are four options that indicate a component as present in the program: (1) “Yes” indicates that the component is present in at least one version of the program (whether that be the program version that was evaluated, the current version, or both versions); (2) “Yes (both versions)” indicates that the component is present in both the evaluated version of the program and the current version of the program; (3) “Yes (current version)” indicates that the component is present in the current, but not the evaluated, version of the program; and (4) “Yes (evaluated version)” indicates that the component is present in the evaluated version of the program, only. Note that for dosage components, the dosage itself is described in the Notes when available.
Some of the components identified are noted as core components of the evidence-based program, but this does not necessarily mean that these components have been rigorously tested and show evidence of effectiveness. Most often developers denoted components as core based on theory or experience in the field. Click here for the list of evidence-based components.
For more details about program components, refer to the FAQ page.
Category | Component | Core Component | Component present | Notes | Lesson number(s) / activities where present |
---|---|---|---|---|---|
Content | Contraception - Condoms | Yes | Yes (both versions) | Session 7.6 pages 7.6.2-7.6.14, Session 8.4.3, pages 8.4.20, Session 8.4.4, page 8.4.22, | |
Content | Anatomy/physiology | Yes | Yes (both versions) | Session 6.2 pages 6.2.2 to 6.2.28, Session 7.3, pages 7.3.7-7.3.12 | |
Content | Other | No | Optional | Can be used with sexual risk avoidance and discontinuation components | 8th grade curriculum platform8th Grade Appendix of 2.0 |
Content | Other | Yes | Yes (both versions) | All 24 sessions must include Mantra | |
Content | Volunteering/civic engagement | No | No | ||
Content | Spirituality | No | No | Not addressed directly, however this content emerges in class discussions | |
Content | Morals/values | No | No | Not addressed directly, however this content emerges in class discussions | |
Content | Identity development | Yes | Yes (both versions) | Session 6.3, pages, 6.3.2-6.3.17 | |
Content | Social support/capital | Yes | Yes (both versions) | Session 6.1, pages 6.1.1-6.1.11, Session 7.2, pages. 7.2.1-7.2.14 | |
Content | Social influence/actual vs. perceived social norms | Yes | Yes (both versions) | Session 6.6, page, 6.6.6 | |
Content | Social competence | Yes | Yes (both versions) | Session 6.7, pages 6.7.2-6.7.15, Session 7.4, pages 7.4.2-7.4.15, Session 8.7, pages 8.7.11-8.7.13 | |
Content | Parenting skills | Yes | Yes (current version) | Session 7.5.5 Pregnancy Scenario, pages 7.5.13-7.5.14, | |
Content | Normative beliefs | Yes | Yes (both versions) | Session 6.7, pages 6.7.2-6.7.15, Session 7.4, pages 7.4.2-7.4.15, Session 7.7, pages 7.7.1-7.7.12, Session 8.7, pages 8.7.11-8.7.13, Session 8.8.2-8.8.17 | |
Content | Leadership | Yes | Yes (both versions) | Usually discussed in reviews content emerges in class discussions | Session 6.8, page, 6.8.2-6.8.3 |
Content | Gender roles | Yes | Yes (both versions) | Session 6.3, pages, 6.3.2-6.3.17 | |
Content | Cultural values | No | Yes (both versions) | Not addressed directly, however this content emerges in class discussions | |
Content | Connections with trusted adults | Yes | Yes (both versions) | Session 6.1, pages. 6.1.11, Session 6.5, pages. 6.5.6-6.5.9, page 6.7.21-6.7.22, Session 7.7, pages 7.7.10- 7.7.11, Session 8, page 8.2.6, Session 8.8 pages, 8.8.7-8.8.8 | |
Content | Conflict resolution/social problem solving | Yes | Yes (both versions) | Session 6.7, pages 6.7.2-6.7.15 | |
Content | Communication skills | Yes | Yes (both versions) | Session 6.7, pages 6.7.2-6.7.15, Session 7.4, pages 7.4.2-7.4.15, Session 8.7, pages 8.7.11-8.7.13 | |
Content | Child development | No | No | ||
Content | Boundary setting/refusal skills | Yes | Yes (both versions) | Session 6.6, pages 6.6.7-6.612, Session 7.5, pages 7.5.6-7.5.10, Session 8.7 pages 8.7.2-8.7.13 | |
Content | Substance use cessation | Yes | Yes (both versions) | Session 6.6., pages 6.6.6, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Substance use - Other drugs | Yes | Yes (both versions) | Session 6.6., pages 6.6.6, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Substance use - Alcohol | Yes | Yes (both versions) | Session 6.6, pages 6.6.6, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Substance use - Abstinence | Yes | Yes (both versions) | Session 6.6, pages 6.6.6, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Brain development and substance use | Yes | Yes (both versions) | Session 6.6, pages 6.6.6, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Vocational/skills training | No | No | Not addressed directly, however this content emerges in class discussions | |
Content | Supplemental academic services | No | No | Not addressed directly, however this content emerges in class discussions | |
Content | School engagement | No | No | Not addressed directly, however this content emerges in class discussions | |
Content | Graduating from high school | Yes | Yes (both versions) | Expanded in Decision Making and Goal Setting , Also in Optional 8th Grade Component of 2.2 which includes the Success Sequence Activity | Session 6.1 pages 6.1.8-6.1.10, Session 7.1, pages 7.1.8-7.1.16, Session 8.1, pages 8.1.2-8.1.16 |
Content | College preparation | No | No | ||
Content | Alternative schooling | No | No | ||
Content | Self-regulation | Yes | Yes (both versions) | Session 8.7, pages 8.7.2-8.7.13 | |
Content | Self-esteem | Yes | Yes (both versions) | Session 6.3, pages 6.3.2- 6.3.17Session 6.7.3, pages 6.7.20-6.7.24 | |
Content | Self-efficacy/empowerment | Yes | Yes (both versions) | Session 6.6, pages 6.6.7-6.6.13, Session 7.1, pages 7.1.2-7.1.15, Session 8.1, pages 8.1.2-8.1.16 | |
Content | Resilience | Yes | Yes (both versions) | Session 7.1, pages 7.1.8-7.1.16, Session 7.4 pages 7.4.4-7.4.10 | |
Content | Sexual health | Yes | Yes (both versions) | Session 7.5 pages 7.5.2- 7.5.18, Session 8.5, pages 8.5.4-8.5.9 | |
Content | STIs - Treatment | Yes | Yes (both versions) | Resource Brochure Appendix, Activity 8.4.3, page 8.4.11-8.4.12, | |
Content | STIs - Screening | Yes | Yes (both versions) | 7.6.10 , Resource Brochure Appendix , Session 8.4, pages 8.4.2-8.4.22 | |
Content | STIs - Prevention | Yes | Yes (both versions) | Session 7.6 pages 7.6.2-7.6.14, Session 8.4, pages 8.4.2-8.4.22 | |
Content | STIs - Information | Yes | Yes (both versions) | Session 7.6 pages 7.6.2-7.6.14,Session 8.4, pages 8.4.2-8.4.22 | |
Content | Sexual risk reduction | Yes | Yes (both versions) | Session 7.3, pages 7.3.7-7.3.12, Session 7.6 pages 7.6.2-7.6.14, Session 8.3, pages 8.3.2-8.3.14, Session 8.4, pages 8.4.2-8.4.22 | |
Content | Sexual risk discontinuation | Yes | Yes (current version) | Optimal Health Version Session 6.6 Abstinence and Refusal Skills, Session 7.5, page 7.5.12, Session 7.6 , pages 7.6.3 - Session 8.2 pages 8.2.11-8.2.14 | |
Content | Sexual risk avoidance | Yes | Yes (both versions) | Session 6.6 Abstinence and Refusal Skills, Session 7.6 , pages 7.6.3 - Session 8.2 pages 8.2.11-8.2.14 | |
Content | Sexual orientation | No | Optional | Healthy Futures 2.0 includes inclusive language throughout included optional handouts. | |
Content | Maternal health | No | No | ||
Content | Contraception - Long-acting reversible contraceptives | Yes | Yes (both versions) | Session 8.3, Appendix 8.3.2A and 8.3.2B | |
Content | Contraception - Other | Yes | Yes (both versions) | Session 8.3, Appendix 8.3.2A and 8.3.2B | |
Content | Contraception - Pills, patches, rings, and shots | Yes | Yes (both versions) | Session 8.3, Appendix 8.3.2A and 8.3.2B | |
Content | Reproduction | Yes | Yes (both versions) | Session 6.2, pages. 6.2.5-6.2.28, Session 7.3, pages 7.3.7-7.3.12 |
Pagination
- Page 1
- Next page
- Nu-CULTURE (Cultivating Urban Leaders Through Unique Relationship Education): a classroom-based relationship education program for grades 6-8. The curriculum helps students understand the risk associated with early sexual activity and develops skills necessary to make healthy decisions and avoid risky behaviors. It emphasizes increasing skills and self-efficacy in communication and refusal skills using through age appropriate, medically accurate information about teen pregnancy prevention, sexually transmitted infections, and other sexual health topics.
- An online virtual classroom that students have unlimited access to where they can find additional information and ask anonymous questions that are answered by Healthy Futures staff.
- Rhymin’ it Write (RIW) (optional): A 10-week after-school program for middle school students. Using poetry, writing, and other forms of artistic expression, students discuss steps to good decision making, how to set limits and boundaries, and healthy relationships.
- Code A (optional): A summer program that compliments the Nu-Culture classroom-based relationship education program and further develops the leadership skills of students who participated in RIW. Teens receive instruction on the basics of improvisational theater and performance preparation. Students work together to develop their own skits and other dramatic presentations to be performed at youth and community events.
- True Connections: The Healthy Futures parent education program, which includes sessions at schools or in the community with the goal of increasing parents’ capacity to parent using active listening, honest communication, and problem solving. It teaches parents to use natural and logical consequences to reduce risky behaviors. Topics include data on teen sexual health, relationships, responsible sexual behavior, alcohol and drug use, bullying, and more.
The Healthy Futures program is structured as follows:
- The Nu-CULTURE curriculum consists of eight 50-minute sessions each in 6th, 7th, and 8th grades, for a total of 24 sessions over the course of three years.
- Rhymin’ it Write consists of a 10 week after school program.
- Code A is intended to be delivered over the summer.
The ideal group is less than 30 students per class with 2 health educators. The maximum class size is 60 students with four health educators.
- Classroom space
- White board/chalkboard
- Laptop computer
- Projector
- Microsoft PowerPoint
- Media Player for Audio & Videos
Katelyn Dore, MPH (Program Evaluator) or Tamara Calise, DrPH (Evaluation Lead)
JSI Research & Training Institute, Inc.
44 Farnsworth St, 7th floor
Boston, MA 02210
Phone: 617-482-9485
Examples of allowable adaptations are:
- Making Nu-CULTURE activities more interactive
- Customizing role play scenarios
- Updating and/or customizing statistics specific to your community.
Citation | High-Quality Randomized Trial | Moderate-Quality Randomized Trial | Moderate-Quality Quasi-Experiment | Low Study Rating | Did Not Meet Eligibility Criteria |
---|---|---|---|---|---|
Calise et al. 2015 Calise et al. 2016 |
✓ |
Citation | Setting | Majority Age Group | Majority Racial/Ethnic Group | Gender | Sample Size |
---|---|---|---|---|---|
Calise et al. 2015 Calise et al. 2016 |
In school: Middle school | 13 or younger | Hispanic or Latinx of any race | Youth of any gender | 2346 |
Evidence by Outcome Domain and Study
Citation | Sexual Activity | Number of Sexual Partners | Contraceptive Use | STIs or HIV | Pregnancy |
---|---|---|---|---|---|
Calise et al. 2015 Calise et al. 2016 |
|
n.a. |
|
n.a. | n.a. |
Citation | Details |
---|---|
Calise et al. 2015 Calise et al. 2016 |
The program was evaluated using a cluster randomized controlled trial involving 15 middle schools in three northeastern cities in Massachusetts. Schools were randomly assigned within matched pairs to either an intervention group that implemented the Healthy Futures program or a control group that offered their regular school curricula as well as two classroom-based sessions per year on general health topics. Surveys were administered before the start of the program and then annually through 9th grade. |