Health concepts and personal well-being
Students start the year building a working knowledge of how the body, mind, and daily habits connect. They learn the basics of nutrition, sleep, stress, and safety, and how small choices add up over time.
What does a student learn in
This is the year health class shifts from learning the rules to running their own decisions. Students look at what shapes their choices, from friends and family to social media and advertising, and learn to spot which sources of advice they can actually trust. They practice talking through hard topics, setting real goals, and speaking up for themselves and others. By spring, students can walk through a tough choice out loud and explain why they landed where they did.
- Healthy decisions
- Trusted sources
- Goal setting
- Peer and media influence
- Communication skills
- Speaking up for health
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Influences on health choices
Students look at what shapes their decisions: family, friends, social media, advertising, and culture. They learn to spot pressure and marketing, and to notice how those influences show up in everyday choices about food, screens, substances, and relationships.
- 3
Finding trustworthy information
Students practice tracking down reliable health information instead of guessing or trusting the first post they see. They learn to tell a credible source from a sketchy one and where to turn for help on mental health, sexual health, and substance use.
- 4
Communication and decision-making
Students work on the harder conversations: setting limits, asking for help, talking with a doctor, refusing pressure, and handling conflict. They also practice a step-by-step way to think through choices before acting.
- 5
Goal-setting and healthy practices
Students set realistic personal health goals and track progress over weeks, not days. They put the year's learning into practice through habits around sleep, movement, food, mental health, and safer choices.
- 6
Advocating for self and others
Students close the year by speaking up for health in their own lives and communities. They learn how to support a friend, share accurate information, and make the case for changes that protect well-being at school and at home.
Mastery Learning Standards
The required skills a student should display by the end of Grade 11.
Health Education
Health Education
- High School
Use functional knowledge of health concepts to support health and well-being of…
Students apply what they know about health (nutrition, mental health, disease prevention, and similar topics) to make real decisions for themselves and the people around them.
- High School
Analyze influences that affect health and well-being of self and others
Students examine where health choices come from: friends, family, social media, culture, and advertising. They practice spotting which influences push toward healthier decisions and which ones don't.
- High School
Access valid and reliable resources to support health and well-being of self…
Students practice finding trustworthy sources on health topics, like medical websites or community services, and use what they find to make informed decisions for themselves and the people around them.
- High School
Use interpersonal communication skills to support health and well-being of self…
Students practice how to talk through conflict, ask for help, and check in on others in ways that protect their own health and the health of people around them.
- High School
Use a decision-making process to support health and well-being of self and…
Students learn a step-by-step process for making choices that protect their health and the health of people around them. They practice weighing options before acting, not just after something goes wrong.
- High School
Use a goal-setting process to support health and well-being of self and others
Students practice setting a real health goal, mapping out steps to reach it, and checking in on progress. The focus is on their own well-being and on helping the people around them do the same.
- High School
Demonstrate practices and behaviors to support health and well-being of self…
Students show how everyday habits like sleep, movement, and stress management protect their own health and the people around them.
- High School
Advocate to promote health and well-being of self and others
Students research a real health issue, then make a case for change by writing letters, giving presentations, or organizing campaigns to push for healthier conditions at school, in their community, or beyond.
| Standard | Definition | Code |
|---|---|---|
| Use functional knowledge of health concepts to support health and well-being of… High School | Students apply what they know about health (nutrition, mental health, disease prevention, and similar topics) to make real decisions for themselves and the people around them. | ME-HE.1.9-12 |
| Analyze influences that affect health and well-being of self and others High School | Students examine where health choices come from: friends, family, social media, culture, and advertising. They practice spotting which influences push toward healthier decisions and which ones don't. | ME-HE.2.9-12 |
| Access valid and reliable resources to support health and well-being of self… High School | Students practice finding trustworthy sources on health topics, like medical websites or community services, and use what they find to make informed decisions for themselves and the people around them. | ME-HE.3.9-12 |
| Use interpersonal communication skills to support health and well-being of self… High School | Students practice how to talk through conflict, ask for help, and check in on others in ways that protect their own health and the health of people around them. | ME-HE.4.9-12 |
| Use a decision-making process to support health and well-being of self and… High School | Students learn a step-by-step process for making choices that protect their health and the health of people around them. They practice weighing options before acting, not just after something goes wrong. | ME-HE.5.9-12 |
| Use a goal-setting process to support health and well-being of self and others High School | Students practice setting a real health goal, mapping out steps to reach it, and checking in on progress. The focus is on their own well-being and on helping the people around them do the same. | ME-HE.6.9-12 |
| Demonstrate practices and behaviors to support health and well-being of self… High School | Students show how everyday habits like sleep, movement, and stress management protect their own health and the people around them. | ME-HE.7.9-12 |
| Advocate to promote health and well-being of self and others High School | Students research a real health issue, then make a case for change by writing letters, giving presentations, or organizing campaigns to push for healthier conditions at school, in their community, or beyond. | ME-HE.8.9-12 |
Common Questions
What does health class look like at this level?
Students move past basic facts and start applying them. They look at how friends, family, social media, and stress shape choices around food, sleep, relationships, substances, and mental health. They also practice the skills behind those choices, like setting goals, finding trustworthy information, and speaking up.
How can I help at home without making it feel like a lecture?
Use real moments. A news story, a show, or something that happened at school is a good opening to ask what students think and why. Five minutes of honest conversation does more than a long talk, and it builds the habit of thinking out loud about health.
What should students be able to do by the end of the year?
Students should be able to spot what is influencing a choice, find a reliable source instead of the first search result, and walk through a decision out loud. They should also be able to set a realistic goal, check progress, and speak up for themselves or a friend.
My child says everything online about health is fake. How do I help?
Sit down together and look at one post or video. Ask who made it, what they want viewers to do, and where the claim came from. Then look up the same topic on a hospital, university, or government site and compare. Doing this a few times builds a habit students will use on their own.
How should the year be sequenced?
Start with the skills, not the topics. Spend early units building decision-making, goal-setting, and source evaluation using lower-stakes content. Then apply those skills to heavier topics like substance use, mental health, relationships, and sexual health, where students need the skills already in place.
Which skills usually need the most reteaching?
Accessing valid sources and interpersonal communication. Students often grab the first link and assume it is fine, and they struggle to refuse, set a limit, or ask for help without it sounding scripted. Plan repeated practice across units instead of a single lesson.
Does any of this replace a conversation with our family doctor?
No. Class gives students a shared vocabulary and the skill of asking good questions, but a doctor, counselor, or trusted adult is still the right person for personal advice. One useful thing to practice at home is writing down two questions before an appointment.
What does mastery of advocacy actually look like?
A student can name a health issue that matters to them, back it up with a credible source, and make a clear ask of a specific audience. That could be a letter to a school leader, a short presentation, or a campaign for peers. The ask should be concrete, not just awareness.
How do I know students are ready for life after high school?
They can read a prescription label, book their own appointment, and explain their insurance or school health resources in plain words. They can also name two adults and two reliable websites they would turn to first, and walk through how they would handle a tough decision before making it.