Imagine if we, as a society, taught our children about healthy aging and longevity starting as early as third grade. What if, instead of only focusing on what younger students can do in the short-term—what to wear, what game to play, what’s cool right now—we began teaching them how to think about growing older in a healthy way? What if we asked them to think toward the future, to picture what it would be like to grow into a healthy, vibrant older adult—and to start making decisions today to support that vision?

Start with the End in Mind: Teaching Healthy Aging Early

There’s a saying that grew on me: “Begin with the end in mind.” What if we applied this principle to the way we teach children about aging? Too often, the concept of healthy aging and geriatric care is left out of the conversation until people reach adulthood—or worse, until they experience health challenges in their later years. What if we changed that? What if we shifted the conversation toward longevity early? We have the ability to teach children how to care for their bodies, minds, and spirits, with the intention of growing older in the healthiest way possible. And it doesn’t need to wait until middle age.

As early as third grade, children can begin to ask themselves important questions: “Will this decision help me age well?” “Will this help me take care of my body and mind as I grow older?” We teach younger students about responsibility for their actions, so why not teach them that their actions—big or small—also shape their long-term health?

Encouraging Age-Friendly Goals for Children

I’m not suggesting that third graders should be stripped of their sense of adventure or their ability to be carefree. Children need the freedom to explore, to take risks, to be free thinkers, and to express themselves creatively. But I am proposing a reframing of what “fun” means. Society, especially through television and media, often tells younger students what’s cool, what’s trending, and what they should want. Youth today do have a much better understanding today that the real “coolness” lies in living authentically and helping others live authentically too. Some older adults need to and can learn this from those coming after them, but this mindset should be reinforced in the classroom, meaning, younger students should be taught and be allowed to re-teach their older counterparts to find and immerse themselves in their natural passionate talents early—not for the sake of fitting in—but for the sake of growing into the person they are meant to be. What if they were taught the love of learning and the love of healthy aging?

What’s even more exciting? This journey can include discovering the very things that can help them live long, meaningful lives. Doing what really matters—whether it’s learning, creating, connecting with others, or developing new skills—is often the best thing younger students can do. Younger students should be taught to live life based on what matters most to them. Research shows that living with purpose—pursuing goals that truly matter—leads to better overall health, greater happiness, and a longer life. When younger students start thinking about their future health from an early age, it shifts their approach to life, and not only benefits them but also the people they’ll help and inspire along the way.

The Four Ms of Age-Friendly Living: Teaching Younger students to Embrace What Matters

One of the core principles in the age-friendly approach to aging is the “Four Ms”: What Matters, Mentation, Mobility, and Medication. Of these, What Matters is the most important. When we teach children about what matters early on, we set them up for a lifetime of health, fulfillment, and positive connections with others. Helping children understand what’s truly important in life—whether it’s spending time with loved ones, following a passion, or contributing to the greater good—can have an incredible impact on their ability to live well as they grow older.

By teaching children to live in accordance with what matters to them, we provide them with the foundation for building strong, supportive relationships, making healthy life choices, and reframing their priorities as they get older. This can lead to fewer health problems, less stress, and a greater sense of meaning and accomplishment throughout their entire lives.

A Lasting Impact on Future Generations

The benefits of teaching children about aging and healthy living extend far beyond the individual. Children who understand the value of longevity and healthy aging are more likely to promote these values in their families and communities. By planting these seeds early, we ensure that future generations grow up understanding that living well doesn’t just mean enjoying life today—it also means planning for a healthy tomorrow.

And when we prioritize what matters—for ourselves, our children, and our communities—we increase the chances of not only living longer but also living with purpose, joy, and connection. This is the path toward health and happiness, and it begins with teaching younger students today how to make choices that will benefit them and their communities for years to come.

The Bottom Line: Healthy Aging Starts with Children

Let’s reimagine how we approach aging and longevity, starting from the classroom. Let’s teach our children that aging well begins with the choices they make today. By focusing on what truly matters in life—healthy living, meaningful work, and relationships—they’ll not only be set up for long-term well-being but also contribute to a society that values aging well for everyone.

The sooner we encourage younger students to think about how their choices today impact their future, the better prepared they’ll be to live vibrant, healthy lives as they age. Starting as early as third grade, we can equip them with the knowledge and mindset to embrace longevity and approach life in a way that makes a difference for themselves and the world around them.

Now, that is something worth teaching.