Adolescents and their parents have a unique opportunity to learn from one another and encourage mutual pursuit of a healthy lifestyle. Discussing beneficial habits and how to ensure wellness are uncommon topics for student consideration in the classroom and seldom included in education programs developed to assist parents. The purpose of this project is to identify important health concerns for decision making by adolescents. Each topic is presented in a manner that enables students to explore their personal risk factors, gain knowledge through individual surveys, set personal goals, promote conversation with parents and peers, and provide online resources that foster understanding. The protocol includes a statement of the problem; recent statistical information regarding each of the topics, commonly used tools for goal setting, relevant web sites, and questions to promote interaction. These collective sources of guidance are intended to support good health practices, empower students to make wise healthy choices about self-care, and promote reciprocal learning between adolescents and their parents.

Meeting state and federal standards is a consistent challenge for schools and their students. Although states were mandated under the No Child Left Behind Act to provide Supplemental Educational Services, such as tutoring, to underperforming schools, the current education policy under the Obama administration does not specifically address the issue of tutoring. Rather, the Recovery Act implemented in 2009, asks states to reform and improve their education systems and schools to increase success and achievement for all students. One method for increasing student achievement and decreasing the gap between groups--thereby meeting the standards mandated by local, state, and federal governments--is tutoring. Obtaining information about and seeking views on tutoring is crucial before it can be applied to school reform. The present study utilized an online poll about tutoring to obtain students' views and to examine meaningful outcomes with regard to demographic variables. Results indicated that the polls' response items had more significant relationships with the variables of age, grade, and school than with those of gender and ethnicity. The response rate for items exhibited the most differences within ethnic groups and age, grade, and school. Each question provided insights to help inform school decision-making and improvement plans; for example, students in younger grades needed more support in spelling and math, whereas adolescents in upper grades reported more difficulty with science and math. Using the results of the present study, schools and districts can tailor and implement changes accordingly; for example, they can develop the best method for a particular demographic group to relay information about tutoring. In this way, strategies can be created and applied for individualized subgroups, thereby maximizing success for all students. The insights gained about tutoring from the ones who have the most at stake--the students--will provide the basis for designing and implementing effective tutoring programs in the schools. Electronic polls are an effective method for gathering student perceptions, providing the foundation for successful school reform and student success, in addition to building a learning community for all stakeholders.