(Music begins) Academic performance is linked to student health. Research tells us this. Teachers and school administrators tell us this. Health professionals tell us this. (A hand holding a pen appears and draws the image of a scientist, a school administrator, and a doctor.) Students with higher grades engage in fewer risk behaviors. Behaviors related to high-risk substance use, (An overturned pill bottle and a syringe.) sexual behavior, (Four teenage students.) violence, (Two hands raised in fear.) and mental health. (Female teenager, one hand on her head, head down, eyes closed.) Schools that invest in student health can reduce risk behaviors and improve academic performance. (A teacher stands in front of a class. The words "health education" appear on a blackboard) What does investing in student health look like? It looks like Health Education, with age-appropriate information about preventing HIV, STDs, pregnancy, substance use and violence, and addressing mental health. Health services that connect students with youth-friendly health care providers. (A student speaks to a health professional in a Student Health Services office.) And safe and supportive school environments where students feel connected and free from bullying and violence. (Three teenage students are seated at a table, engaged in discussion. Two teachers stand in the background.) Collectively, these three priorities can help protect adolescents from multiple risks. (The words "Healthy Thriving Youth" appears, surrounded by three circles containing the terms: Health Education; Health Services; Safe & Supportive School Environments.) Investments in student health make a difference. If school districts nationwide implement CDC’S recommended approach to school health we can help students reach healthy adulthood with the greatest chance of success. But we’re not there yet. (Four teenage students stand in line, holding hands, with a map of the United States in the background.) Nationally, fewer schools require that students receive education on key sexual health topics. However, over four years CDC-funded state agencies increased adoption of middle and high school sexual health curricula in their districts by 93 percent and 91 percent respectively. Nationally, less than two percent of districts had adopted a policy requiring schools to provide HIV, STD or pregnancy testing to students. But with CDC funding, districts increased adoption of written procedures for making referrals to health providers by 96 percent in just four years. Nationally seven out of ten districts did not fund or offer to help schools establish a school health council, committee, or team. However, CDC-funded districts with a student-led club dedicated to supporting safe and accepting school environments rose by 47 percent. (Three students sit in discussion at a table.) What can schools and communities do? For less than ten dollars per student we can make a difference in the health of our schools and communities. Together, families, school health leaders, community partners, and CDC can help students make better decisions and avoid behaviors and experiences that put them at risk. (Four interlocked hands with the words "Families", "School Health Leaders", "Community Partners", and "CDC" appear and encircle the word "Students". By changing or implementing effective school health policies and practices (Two adults having a discussion.) together, we can prepare healthy youth for successful futures. (Three students in graduation caps and gowns.) The bottom line? Our investment in student health is an investment in the future. (A doctor, an engineer, a businessman and a businesswoman appear on either side of the students.) Because their future is our future. (Text appears on screen: Find out how you can support healthy youth. Visit www.cdc.gov/healthyyouth. CDC logo appears.)