Abstract

This study evaluates the pedagogical impact of integrating the documentary I Am Shakespeare: The Henry Green Story into an undergraduate public health course focused on structural health inequities. Through narrative-based learning, students examined how social determinants, such as racism, poverty, educational access, and neighborhood disinvestment, shape individual and population health outcomes. The documentary provided an emotionally resonant entry point for applying frameworks like the Social Determinants of Health (SDOH) and the Social-Ecological Model (SEM), while also engaging students in complex themes such as hypermasculinity, trauma, and resilience. The study draws on student reflections, final papers, and survey data to assess how narrative-centered instruction supports systems thinking, cultural humility, and advocacy-oriented learning. In addition to these public health competencies, the analysis incorporates developmental psychology perspectives, emphasizing how late adolescence and emerging adulthood, critical periods for identity formation, emotional regulation, and cognitive growth, are shaped by exposure to structural violence and chronic stress. Students demonstrated increased awareness of the psychological toll of inequity, including its impact on self-efficacy, executive function, and interpersonal trust. Findings suggest that narrative-based learning promotes both conceptual mastery and personal growth, helping students integrate academic content with evolving ethical and professional identities. By bridging public health theory with lived experience, and aligning instruction with developmental and psychological milestones, this approach offers a multidimensional framework for preparing equity-minded public health professionals. The study highlights the value of interdisciplinary pedagogy in fostering critical reflection, empathy, and a deeper commitment to social transformation.

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