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Introduction¹

Since the publication of Health Literacy: A Prescription to End Confusion in 2004, health literacy has become a much more common consideration within the field of public health. However, there is a dearth of research and practice specifically regarding youth health literacy.² As children and youth age, they increasingly interact with the health system, have access to all forms of information, and gradually learn to manage their own health. Higher levels of health literacy will be key for positive health outcomes later in their lives (IOM, 2004; Manganello, 2008). Research has demonstrated that, much like adults, youth may be interested in information about their health but may also find the information difficult to comprehend (Manganello, 2008). Effective health education programs should begin in early childhood and continually build on previous knowledge (IOM, 2004).

Additionally, young people develop health literacy skills in a variety of environments, facing critical thinking challenges about their health from school, home and family life, peers and social life, and online. Accordingly, the Roundtable on Health Literacy convened a workshop on the subject of developing health literacy skills in youth on November 19, 2019, in Washington, DC. An ad hoc planning committee developed the workshop

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¹ This Proceedings of a Workshop was prepared by the rapporteur as a factual summary of what occurred at the workshop. The planning committee’s role was limited to planning and convening the workshop. The views contained in the proceedings are those of individual participants and do not necessarily represent the views of all workshop participants, the planning committee, or the National Academies of Sciences, Engineering, and Medicine.

² Throughout this proceedings, “youth” refers to young people between the ages of 14 and 26, but in some contexts will include children between the ages of 2 and 13.

agenda around a holistic view of factors related to health literacy skills in youth, and examined places, people, and partnerships involved in such skill development. The planning committee developed the workshop agenda and its objectives, which were as follows:

• To explicate the necessity of developing health literacy skills in youth
• To examine the research on developmentally appropriate health literacy milestones and transitions and measuring health literacy in youth
• To explore how youth learn about health and opportunities to develop health literacy skills through places, people, and partnerships

The planning committee invited expert speakers to discuss their own research, practices, and individual recommendations for best practices for the workshop attendees and broader public. The Statement of Task can be found in Box 1-1, and the agenda can be found in Appendix A.

REFERENCES

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