Objective: Assessed the feasibility, acceptability, and sustainability of Planet Health, an
interdisciplinary, integrated health education curriculum implemented in six public middle
schools.
Methods: Workshops on Planet Health implementation were attended by 129
teachers (language arts, math, science, and social studies) over three school years (1999–2000,
2000–2001, and 2001–2002). Questionnaires were administered post-implementation and in
the fall and spring of each year. Outcomes were dose, acceptability, feasibility, and intent to
continue use.
Results: The average number of lessons taught per teacher per year was 1.7 to
3.1, compared to a goal of 2 to 3. Each year, teachers reported high acceptability and perceived feasibility of the intervention, and the majority indicated they intended to continue using the curriculum.
Conclusions: Planet Health was feasible and acceptable in a participatory research model involving a public school–university partnership, and it was also sustainable independent of the research effort.

Full text