Health Leadership High School

Student Projects

Health Leadership High School classes are based on a Learning By Doing model. Students participate in four projects a trimester and earn their credits through hands-on activities in and out of the classroom. Each project has a final exhibition where students demonstrate their learning to industry and community professionals.

During exhibitions students share their health projects in a science fair format. Judges evaluate how well students master health concepts and provide feedbackJudges are welcome to attend for 30 minutes or more based on availability.

Join us in February for the Winter 2019 Exhibitions! February 20th, 22nd, 25th or 26th.  A detailed schedule is listed below. If you are interested, please contact Roberto at 750-4547 x108 or


2019 Winter Exhibitions Schedule

February 20th


Traditional Medicine – Driving Question: How and why did indigenous medical practices evolve in New Mexico?  Students will educate judges about the evolution of medical practices in NM and demonstrate a home remedy.

PH-Driving Question: How and why do healthcare professionals test for and interpret pH in the body? Students will intro the pH scale, judges will test a few substances with litmus and universal indicator paper, then they will view a slide presentation about the 4 conditions relating to pH in the body, and go through a scenario where they make a diagnosis for the judge.


Anatomy of the Exam– Driving Question: How can I, as an upperclassman, champion the skills necessary to be successful in my career pathways? Students will provide peer education programs on test taking and study skills to present to HLHS students.

Good Vibes (PE)-Driving Question: How can we as a community become more mindful in self care and the balanced health of ourselves and others? The students will be learning how to schedule in time for their overall health. This will include, mental and physical health. They will create a workout plan for 4-weeks, and mental health plan for 4-weeks. These plans will include scheduling expectations, where they will go for each activity, and the expected costs for each plan and accessing self care for a specific condition.

Explora – Driving Question: How can we be role models who help students love math? Students will teach judges how to help children in their lives want to be more engaged in math by making it fun. This exhibition will take place at Explora! 1701 Mountain Rd NW 87104.


February 22nd


The Twilight Zone- Driving Question: How do ethics save us from ourselves?  Students will work in groups to act as an internal review board in which they will assess the ethical dilemmas in healthcare/research scenarios presented by the judges.

Community Health Workers – Driving Question: How can we as Community Health Workers serve our community through education and policy? Students will be discussing the role of the Community Health Worker in a socratic seminar style that answers the driving question.  They will be expected to come from a common “setting” of a Community Health Worker.

Staying Alive – Driving Question: How can we support cardiovascular health in our community?  Students will educate judges about cardiovascular risk factors and treatments.  They will also share the importance of knowing CPR, as they all should be certified by the end of this trimester.


Dream Makers – Driving Question: How does having a career in healthcare positively affect you, your family, and the community? Students will be interviewed by judges for a profession of the judge’s choice. Students will be given a life event they will be required to talk about with judges (employers) about decisions impacted by the event.

Stork Mythology – Driving Question: How can income disparity impact pregnancy and childbirth in the United States? Students will educate the community on proper prenatal care around the US.

Government – Driving Question: How will you create, develop, and get a bill passed into law regarding an issue of significant personal importance? Students will educate judges about how government works, how a bill becomes a law, and present their passion bill.


February 25th: Re-Engagement Program


Early Childhood Literacy – Driving Question: How do we as young people inform other young people about the importance of Early Literacy as it relates to culture and language? Students will present two books they created; one about early childhood development and the other about their own early childhood. Judges are encouraged to bring their children up to age 6 to participate.


February 26th: Re-Engagement Program


Ethnic Studies – Driving Question: How does ethnic studies connect learning with student identity?  Students will create and present retablos of someone significant in New Mexico or U.S. history.  

Take a look at some of our past projects

Eat Hard Play Smart

Driving Questions: How do we as health champions inspire and guide the future leaders at Cien Aguas towards a healthy lifestyle? Como podemos nostoros los campeones de salud insprirar y guiar a los futuros lideres de Cien Aguas hacia una vida saludable?

This project will require the students to implement the Eat Smart to Play Hard initiative at Cien Aguas. The students will be teaching a 5th grade class their PE lessons and will be acting as health champions for the 5th graders. At Exhibitions, the students will be demonstrating their knowledge of the 5 Fitness Components, by sharing their Fitness Lesson Plan Playbook. They will also be explaining why eating smart and exercising is so important throughout a lifetime, by presenting their Awareness Product.

Mental Health

Driving Question: How do we as a community create policy and advocate for change to improve mental health in our city or state? Students are learning about government, policy and the mental health challenges facing our community.

During exhibitions students will present mental health policy recommendations as well as display an art exhibit of their interpretations of the importance of mental health.

History of Outbreaks, Epidemics and Pandemics

Driving Question: Is it possible to prevent the next pandemic in New Mexico?

This class is 0.5 World History Credit. Students take on the role of epidemiologists who discovered an outbreak, epidemic, or pandemic in history and create a potential solution to preventing the condition.

The Birds and the Bees

Driving Question: How do the choices we make about sexuality impact our lives?

Students are learning about comprehensive sex education, healthy relationships, consent, STIs, contraception and birth control. In exhibitions, students are presenting on two sex education topics they learned about during projects.

HLHS 101

Driving Question: How can students new to HLHS best be prepared for PBL and our practices?

This project will require the students to explore Communication & Collaboration, Professionalism & Organization, and Conflict Resolution. They will also be creating toolboxes filled with strategies that they can use to help them be successful in these areas and here at HLHS. At Exhibitions, the students will be sharing their HLHS Toolboxes, Resumes, Cover Letters, Scenario Slides (a presentation about a specific student created scenario focused around conflict resolution), and their HLHS Marketing Product.

Pedestrian Safety Ordinance

Driving Question: How can we, as advocates for people experiencing homelessness, address the stigmas and lack of resources for Albuquerque’shomeless community?

Students are learning about the rights and responsibilities of the Albuquerque community and how laws get passed on a city level. During Exhibitions students will be providing resources through a fair for individuals in the Albuquerque Community experiencing homelessness as well as writing a policy recommendation brief for City Council regarding the Pedestrian Safety Ordinance.

Risky Business and Home Visiting

Risky Business-Driving Question: How can learning about New Mexico and our behaviors helps us to become more resilient? Students learned about New Mexico’s historic places, data about risky behaviors of youth in New Mexico.

In exhibitions students will present a brochure on geographical locations in New Mexico and the three most risky behaviors, including statistical data. They will also exhibit an art display with past as well as present risky behaviors in New Mexico and resiliency.

Child’s Play/Home Visiting-Driving Question: How do early childhood intervention and home visiting programs help enhance family health?

Students have learned about home visiting through a variety of lenses; parents, child, home visitor and other professionals that work with home visitors and families. During the exhibitions students will present work created around child development and the importance of play.

Vision Care (VSP)

Driving Question: How can we provide quality vision health education and access to care?

The class is a 0.5 Biology or 0.5 Anatomy & Physiology, so it ranges from 9th- 12th graders. Exhibition will be 2 parts: Part 1 will be dissecting a cow eye to discuss the anatomy and physiology of the eye. The students will lead the judge in this exploration. Part 2 will be them sharing and educating the judge about how vision is accessed in the US and NM, barriers to access, and how classes are made based on their experience on the VSP mobile unit.

Mental Health, Drug and Brain Chemistry, Genetics and Us

Mental Health-Driving Question: How can we create a social change that will empower people experiencing mental health issues? This project will require students to explore the historical events that have changed the way people experiencing mental illness have been diagnosed, treated, and viewed by the public. They will then be creating their own historical event that will change the world and a “Call To Action!” about this event! At Exhibitions, the students will be sharing their Person First Language Wheels, Mental Illness/Mental Disability Compare & Contrasts, DSM Webquests, Mental Disorders Explorations, Cause(s)/Effect(s) Historical Timelines, and Social Change Creations & Calls to Action!

Drugs and Brain Chemistry-Driving Question: How do we as community health advocate inform the public about how drugs affect our brains? Students have been learning about the drugs such as cocaine, alcohol, LSD, methamphetamines and their negative effects on the brain. During exhibitions students will present on how a normal brain functions as well as a story board geared toward adolescents on how a specific drug affects the chemistry of the brain.

Genetics and Us-Driving Question: How do we as a community make genetic factors more widely understood to better impact family wellness? This class is 0.5 Integrated Physics and Chemistry or 0.5 Science of the Body so it is mostly 9th & 10th graders. Exhibition will be the students acting as genetic counselors to somebody (themselves or a family member) who has just been diagnosed with a genetic factor.

Walkability and Accessibility and Drop in Center (Re-engagement Program)

Walkability and Accessibility-Driving Questions: What makes a community healthy? How can the students from Health Leadership High School community stay healthy? On October 17th, 18th and 19th students will participate in the building and painting of streets in preparation for the CiQlovia event. During exhibitions students will be out in the community at CiQlovia where they will participating in showcasing “open street” to promote and encourage people of all ages to try out and enjoy active forms of walking in a fun, safe, healthy and social environment.

Drop in Center- Driving Question: How do we design, promote and launch a drop in center? Students have been designing the logo, naming of the facility, administering surveys to youth and young adults about resources needed in the center, soliciting donations and developing brochures to outreach to the community to bring awareness of the Drop in Center. For the Exhibition, HLHS students will be working in partnership with New Day Youth and Family Services, Siembra Leadership High School, Health Leadership High School students will be pre- launching the opening of a drop in center for youth experiences homelessness ages 16-22 years old.

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